New Directions for Child and Adolescent Development最新文献_第7页

The gender symmetry problem in physical teen dating violence: A commentary and suggestions for a research agenda. 青少年身体约会暴力中的性别对称问题:一个研究议程的评论和建议。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-07-01 Epub Date: 2021-12-09 DOI: 10.1002/cad.20443

Manuel Eisner

引用次数: 9

A longitudinal study of paternal and maternal involvement and neighborhood risk on recent immigrant Latino/a youth prosocial behaviors. 父系和母系介入对新移民拉丁裔青少年亲社会行为的影响及邻里风险的纵向研究。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-04-25 DOI: 10.1002/cad.20417

Alexandra N Davis, Gustavo Carlo, Sahitya Maiya, Seth J Schwartz, Jose Szapocznik, Sabrina Des Rosiers

{"title":"A longitudinal study of paternal and maternal involvement and neighborhood risk on recent immigrant Latino/a youth prosocial behaviors.","authors":"Alexandra N Davis, Gustavo Carlo, Sahitya Maiya, Seth J Schwartz, Jose Szapocznik, Sabrina Des Rosiers","doi":"10.1002/cad.20417","DOIUrl":"https://doi.org/10.1002/cad.20417","url":null,"abstract":"The goal of the current study was to examine the role of neighborhood risk and maternal and paternal involvement on multiple forms of prosocial behaviors among recent immigrant US Latino/a adolescents. Additionally, we examined the interactions between parental involvement and neighborhood risk in order to test protective effects of mothers' and fathers' involvement. Participants were 302 adolescents (53.3% male, Mage = 14.51 years, range = 13-17) and their primary caregiver. Data were collected from adolescents in two US cities: Los Angeles (n = 150) and Miami (n = 152). The results demonstrated that maternal involvement was positively associated with emotional, dire, compliant, and anonymous prosocial behaviors. Paternal involvement was positively associated with emotional prosocial behaviors, but this result became non-significant when maternal involvement was also included in the model. While there were no direct links between neighborhood risk and prosocial behaviors, compliant helping increased only when neighborhood risk increased and paternal involvement decreased. Discussion focuses on the role of multiple influences in shaping prosocial behaviors among immigrant youth, with a focus on parental involvement.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 177","pages":"13-30"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20417","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38916270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Experiences of cultural clashes at home and ethnic victimization in school: "I live between two cultures, and neither of them understands me". 家庭文化冲突和学校种族受害的经历:“我生活在两种文化之间，他们都不理解我”。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-29 DOI: 10.1002/cad.20416

S Bayram Özdemir, M Özdemir, N Kharel

{"title":"Experiences of cultural clashes at home and ethnic victimization in school: \"I live between two cultures, and neither of them understands me\".","authors":"S Bayram Özdemir, M Özdemir, N Kharel","doi":"10.1002/cad.20416","DOIUrl":"https://doi.org/10.1002/cad.20416","url":null,"abstract":"The present study aims to examine the extent to which adolescents of immigrant background experience acculturative stress (i.e., cultural clashes with parents and ethnic victimization in school) in multiple contexts, and the reasons why such stress takes a toll on their psychological functioning and views of themselves. The analytic sample includes adolescents of immigrant background residing in Sweden (N = 423, Mage = 13.19, SD = 0.51). Cluster analysis revealed five distinct groups of adolescents, based on their reports of cultural clashes with parents and ethnic victimization in school: (1) low on both acculturative stressors, (2) average on both acculturative stressors, (3) high on cultural clashes only, (4) high on ethnic victimization only, and (5) high on both acculturative stressors. Mediation analysis showed that adolescents who experienced cultural clashes at home and who were also victimized by their peers in school reported higher levels of feeling in between cultures than adolescents in all the other clusters (except those high on cultural clashes only), and in turn reported higher levels of depressive symptoms and lower levels of self-esteem. The present study highlights the importance of understanding immigrant youth's experiences across multiple contexts simultaneously in order to develop a holistic perspective on their adjustment and integration processes.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 177","pages":"179-198"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39031125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher-student relationship quality and school climate. 解开中学生个人与群体种族歧视知觉的影响:师生关系品质与学校氛围的保护作用。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-04 DOI: 10.1002/cad.20415

Sauro Civitillo, Kerstin Göbel, Zuzanna Preusche, Philipp Jugert

{"title":"Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher-student relationship quality and school climate.","authors":"Sauro Civitillo, Kerstin Göbel, Zuzanna Preusche, Philipp Jugert","doi":"10.1002/cad.20415","DOIUrl":"https://doi.org/10.1002/cad.20415","url":null,"abstract":"Guided by risk and resilience and attachment perspectives, the present study examined whether teacher-student relationship quality and school climate can buffer against the deleterious effects of perceived personal and group ethnic discrimination on psychological and academic domains. We conducted multilevel analyses of seventh graders (40 classrooms; N = 456; 47% female) with different cultural self-identifications in Germany. Partially confirming pre-registered hypotheses, results indicated that high levels of perceived personal discrimination were negatively associated with global self-esteem and emotional school engagement. Contrary to our expectations, neither perceived personal nor group discrimination negatively predicted academic self-concept. In addition, teacher-student relationship quality but not school climate buffered the relationship between both personal and group discrimination and global self-esteem and emotional school engagement such that the association was less negative when relationship quality was high. Taken together, our results underscore the importance of considering the different targets of discrimination (i.e., personal self and own group), and that positive teacher-student relationship can be especially beneficial and empowering for youth who are exposed to ethnic discrimination.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 177","pages":"77-99"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20415","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38945803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17

All together now: Cooperative classroom climate and the development of youth attitudes toward immigrants. 现在一起来看:合作课堂气氛和青少年对移民态度的发展。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-04-15 DOI: 10.1002/cad.20414

Marta Miklikowska, Katharina Eckstein, Joanna Matera

引用次数: 4

A multisystem perspective on immigrant children and youth risk and resilience: A commentary. 移民儿童和青年风险与韧性的多系统视角:评论。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-07-24 DOI: 10.1002/cad.20428

Frosso Motti-Stefanidi

引用次数: 1

Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates. 与移民的接触和对学校氛围的感知与对移民同学的欺凌相关。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-03-26 DOI: 10.1002/cad.20400

Simona C S Caravita, Noemi Papotti, Elisa Gutierrez Arvidsson, Robert Thornberg, Giovanni Giulio Valtolina

引用次数: 8

Immigrant adolescents' perceptions of cultural pluralism climate: Relations to self-esteem, academic self-concept, achievement, and discrimination. 移民青少年对多元文化气候的认知:与自尊、学术自我概念、成就和歧视的关系。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-04 DOI: 10.1002/cad.20412

Sophie Oczlon, Lisa Bardach, Marko Lüftenegger

{"title":"Immigrant adolescents' perceptions of cultural pluralism climate: Relations to self-esteem, academic self-concept, achievement, and discrimination.","authors":"Sophie Oczlon, Lisa Bardach, Marko Lüftenegger","doi":"10.1002/cad.20412","DOIUrl":"https://doi.org/10.1002/cad.20412","url":null,"abstract":"A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We furthermore tested whether academic self-concept, self-esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (Mage = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self-concept and self-esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self-concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self-concept (positively) and self-esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 177","pages":"51-75"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38946356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Documentation status socialization among Latinx immigrant parents. 拉丁裔移民父母的证件身份社会化。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-25 DOI: 10.1002/cad.20420

Fernanda L Cross, Saraí Blanco Martinez, Deborah Rivas-Drake

{"title":"Documentation status socialization among Latinx immigrant parents.","authors":"Fernanda L Cross, Saraí Blanco Martinez, Deborah Rivas-Drake","doi":"10.1002/cad.20420","DOIUrl":"https://doi.org/10.1002/cad.20420","url":null,"abstract":"Discriminatory legislation targeting Latinx immigrants in the United States has shifted how parents communicate with their children about the hostile political climate. One way that Latinx parents talk about and prepare their children to face prejudice is through ethnic-racial socialization, which can promote children's positive development. Few scholars, however, have focused on how Latinx immigrant families with precarious documentation status socialize their children around issues of immigration, documentation status, and the potential for family separation. The current study seeks to broaden our understanding and conceptualization of ethnic-racial socialization practices among Latinx immigrant families living in the United States to include documentation status socialization to better capture the messages parents transmit to their children about the causes and potential impacts of their documentation status. Thirty-nine Latinx immigrant mothers aged 35-53 (M = 41.66), (22 undocumented, 17 documented) were interviewed regarding the ways in which their documentation status informs their ethnic-racial socialization practices. Five subthemes of Documentation Status Socialization were identified among both undocumented and documented parents. Example of subthemes included Limitations and Restrictions of Undocumented Status, and Documentation Privilege, in which parents discussed the limitation of being undocumented as well as the privilege that comes with the legal documentation status with their youth. Our findings yield important implications for practice and research alike.","PeriodicalId":47745,"journal":{"name":"New Directions for Child and Adolescent Development","volume":"2021 177","pages":"31-49"},"PeriodicalIF":2.8,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cad.20420","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39016646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

The impact of migration on child and adolescent development: The role of socialization experiences in family and school. 移民对儿童和青少年发展的影响:家庭和学校社会化经验的作用。

IF 2.8 3区心理学

New Directions for Child and Adolescent Development Pub Date : 2021-05-01 Epub Date: 2021-05-29 DOI: 10.1002/cad.20419

Katharina Eckstein, Elisabetta Crocetti

引用次数: 1