Journal of Child and Family Studies最新文献_第2页

The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents 支持性关系在减轻青少年受欺凌和心理压力方面的保护作用

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-09-03 DOI: 10.1007/s10826-024-02891-2

Karyn L. Healy, James G. Scott, Hannah J. Thomas

{"title":"The Protective Role of Supportive Relationships in Mitigating Bullying Victimization and Psychological Distress in Adolescents","authors":"Karyn L. Healy, James G. Scott, Hannah J. Thomas","doi":"10.1007/s10826-024-02891-2","DOIUrl":"https://doi.org/10.1007/s10826-024-02891-2","url":null,"abstract":"Supportive relationships have been hypothesized to protect against psychological distress in general and to reduce the impacts of adversity on distress. Bullying victimization by peers is a salient adverse experience for many adolescents. Being bullied increases the risk of psychological distress which in turn increases the risk of further bullying victimization. There is minimal previous research on whether and how supportive relationships protect adolescents from bullying victimization, psychological distress and the recursive relationships between victimization and distress. This study investigated the direct and moderating effects of supportive relationships with parents, peers, and teachers on later psychological distress and bullying victimization of adolescents. This longitudinal study involved 1425 Australian adolescents aged 12–18 years (mostly male, 74.3%), using questionnaires on bullying victimization, psychological distress, and supportive relationships at two-time points, 6 months apart. All types of supportive relationships reduced the risk of later psychological distress predicted from earlier psychological distress, suggesting a direct compensatory effect. Support from classmates and parents also protected adolescents against ongoing bullying victimization and mitigated the impact of bullying victimization on later psychological distress, consistent with a stress-buffering hypothesis. The pattern of results confirms the important role that supportive relationships play in protecting adolescents from psychological distress and bullying victimization. Persistent bullying victimization and later psychological distress are less likely to occur for victimized adolescents supported by parents and classmates. Strategies and programs that improve parental support may enhance the effectiveness of programs to prevent bullying and improve outcomes for victims.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"16 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193346","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

Book Talk: Promoting Race-Conscious Conversations in White Families through a Preschool-Based Reading Curriculum 图书讲座：通过学前阅读课程促进白人家庭中具有种族意识的对话

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-09-02 DOI: 10.1007/s10826-024-02904-0

Inés Botto, Margaret L. Kerr

{"title":"Book Talk: Promoting Race-Conscious Conversations in White Families through a Preschool-Based Reading Curriculum","authors":"Inés Botto, Margaret L. Kerr","doi":"10.1007/s10826-024-02904-0","DOIUrl":"https://doi.org/10.1007/s10826-024-02904-0","url":null,"abstract":"White parents in the United States are unlikely to engage their preschool children in proactive discussions about race, instead waiting to follow their children’s lead in broaching these topics. This passive approach risks missing critical opportunities to build children’s positive racial identities and interrupt bias formation. This study aimed to increase parent-child discussions of race in white families in the U.S. through the implementation of a race-conscious book-reading curriculum in preschool classrooms. We hypothesized that children’s proactive exposure to race-conscious content in preschool would have a spillover effect on parent-child conversations about race at home, such that white preschoolers and their parents would have more race-conscious conversations following the implementation of a classroom book-reading curriculum. Participants consisted of 29 monoracial white parents of preschool children, most of whom were highly educated, high-income mothers. Each day during the study period, parents reported any race-related conversations they had with their child. Results demonstrated that race-conscious conversations between white parents and their preschoolers increased following the implementation of the book reading curriculum. Book reading in preschool prompted children’s bids for conversation about race with their parents on the same day, and these child-initiated bids resulted in more race-conscious parent-child conversations than bids initiated by parents or other adults. Further, families with more child-initiated bids had more total conversations about race than families with fewer conversations started by children. These findings suggest that white preschool children are capable of engaging in discussions about race and school-based socialization may be a promising avenue for supporting these conversations.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"76 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193345","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

Questionnaire for the Assessment of Coparenting (CECOP): Development and Validation 养育子女评估问卷（CECOP）：开发与验证

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-28 DOI: 10.1007/s10826-024-02886-z

Laia Mollà Cusí, Anna Vilaregut Puigdesens, Antonino Callea, Mariona Roca, Teresa Pretel-Luque, Josep Lluís Matalí Costa

{"title":"Questionnaire for the Assessment of Coparenting (CECOP): Development and Validation","authors":"Laia Mollà Cusí, Anna Vilaregut Puigdesens, Antonino Callea, Mariona Roca, Teresa Pretel-Luque, Josep Lluís Matalí Costa","doi":"10.1007/s10826-024-02886-z","DOIUrl":"https://doi.org/10.1007/s10826-024-02886-z","url":null,"abstract":"Taking coparenting into consideration is essential when assessing children and their relational environment, regardless of the family structure. This paper presents three studies we conducted with the aim of developing and validating a reliable instrument for the assessment of coparenting in Spanish. The first study consisted of developing the items to be included in the assessment tool and evaluation of this content by a panel of nine experts. In the second study, we explored both the psychometric properties and the factorial structure of the prototype instrument using a sample of 251 participants. The third study confirmed the factorial structure and tested measurement invariance, the reliability, and convergent and discriminant evidence of our tool in a general population sample of 312 participants. We obtained a 15-item unidimensional questionnaire, the Questionnaire for the Assessment of Coparenting (CECOP), with very good psychometric properties: excellent internal consistency with α of 0.97 and supported validity with the selected conceptually related metrics; convergent validity with the Instrument for the Assessment of Adaptation to Divorce–Separation’s (CADS) coparenting dimension and Questionnaire on Perceived Support from the Former Partner (CARE); and divergent validity with parenting and dyadic adjustment. Furthermore, the results in terms of measurement invariance across family structures and sex allowed us to assume the configural invariance between the groups. However, it was not possible to assume metric invariance. Finally, we also provide normative scores for its interpretation. The CECOP shows excellent psychometric properties and can be considered the first questionnaire in Spanish that assesses coparenting in any family structure, which also includes the triadic conceptualization of coparenting, providing valuable information on the relational environment in which children and adolescence live.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"61 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193347","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

Parental Identity and Psychological Need Satisfaction as Resources Against Parental Burnout 父母的身份认同和心理需求满足感是抵御父母职业倦怠的资源

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-24 DOI: 10.1007/s10826-024-02892-1

Charlotte Schrooyen, Nele Flamant, Bart Soenens, Wim Beyers

{"title":"Parental Identity and Psychological Need Satisfaction as Resources Against Parental Burnout","authors":"Charlotte Schrooyen, Nele Flamant, Bart Soenens, Wim Beyers","doi":"10.1007/s10826-024-02892-1","DOIUrl":"https://doi.org/10.1007/s10826-024-02892-1","url":null,"abstract":"High levels of stress experienced in the parental role can lead to parental burnout, a condition with severe consequences for both parents and children. Researchers have begun to document the antecedents of parental burnout, focusing primarily on risk factors. However, little is known about resources that prevent parents from developing parental burnout. Based on identity literature and self-determination theory, the purpose of this study was to examine both the unique and interacting roles of two psychological resources potentially protecting parents against parental burnout, that is, parental identity and psychological need satisfaction. A total of 450 parents (63.8% mothers, M age = 36.53) completed online questionnaires on parental identity, psychological need satisfaction, and parental burnout. Results showed that parents’ ruminative exploration of identity was related to more parental burnout. Using a bifactor model for psychological need satisfaction, in which general need satisfaction was distinguished from the three specific needs (autonomy, competence, and relatedness), we found that autonomy satisfaction and general need satisfaction in particular were related to less parental burnout. Regarding the interplay of parental identity and psychological need satisfaction, we found systematic evidence for a moderating role, with the presence of one resource buffering the absence of the other resource. Overall, findings suggest that both parental identity and psychological need satisfaction serve as sources of resilience and may be interesting targets in prevention and intervention programs supporting parents at risk for parental burnout.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"83 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193348","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

Profiling Parent’s Responses to Children’s Anxiety: A Qualitative Study Combined with Multiple Correspondence and Cluster Analyses 剖析家长对孩子焦虑的反应：结合多重对应分析和聚类分析的定性研究

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-22 DOI: 10.1007/s10826-024-02898-9

Ana F. Beato, Pedro J. Rosa

{"title":"Profiling Parent’s Responses to Children’s Anxiety: A Qualitative Study Combined with Multiple Correspondence and Cluster Analyses","authors":"Ana F. Beato, Pedro J. Rosa","doi":"10.1007/s10826-024-02898-9","DOIUrl":"https://doi.org/10.1007/s10826-024-02898-9","url":null,"abstract":"Parental influence and children’s anxiety have a complex interaction. Robust findings revealed that parenting styles and practices, modeling, and parent-child emotion socialization play a role in a child’s anxiety. However, research has focused on global behavioral and emotional tendencies derived from quantitative studies with large samples, neglecting their link to parental cognitive factors and the heterogeneity of the family’s distinctive experiences. Our study aimed to broaden this knowledge, capture what parents think, feel, and behave during anxiety-enhancing childhood experiences, and identify distinct parental profiles based on these complementary elements. The present study adopted a cross-sectional qualitative design. Semi-structured interviews were conducted with 65 parents of children with anxiety disorders (9–12 years old). A content analysis was first performed, and then representations of the associations between the emergent categories obtained from the content analysis, and latent constructs that can work as major determinants in parents’ responses to the child’s anxiety, were assessed by a multiple correspondence analysis (MCA) combined with a hierarchical clustering algorithm. Parental cognitions, emotions, and behaviors are first derived into two distinct dimensions: capacity to respond and emotional reactivity. Three typological profiles of parents were derived from these dimensions: (a) Reactive and ineffective; (b) Unreactive and moderately effective, and (c) Anxious and effective. The qualitative exploration of parental cognitions, emotions, and behaviors in a child’s anxiety context contributes to engrossing the current literature. Our results have essential implications and the need to adjust treatments in clinical settings according to parents’ profiles.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"78 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193349","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

Essential Conditions for Partnership Collaboration within a School-Community Model of Wraparound Support 在学校-社区全方位支持模式下开展伙伴合作的基本条件

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-22 DOI: 10.1007/s10826-024-02903-1

Jessica Haight, Jason Daniels, Rebecca Gokiert, Maira Quintanilha, Karen Edwards, Pamela Mellon, Matana Skoye, Annette Malin

{"title":"Essential Conditions for Partnership Collaboration within a School-Community Model of Wraparound Support","authors":"Jessica Haight, Jason Daniels, Rebecca Gokiert, Maira Quintanilha, Karen Edwards, Pamela Mellon, Matana Skoye, Annette Malin","doi":"10.1007/s10826-024-02903-1","DOIUrl":"https://doi.org/10.1007/s10826-024-02903-1","url":null,"abstract":"Children and youth often face barriers that hinder their ability to engage in school, such as poverty, family challenges, and maltreatment. For this reason, children require additional supports if they are to be set up for success in school and life. Collaborative school-community models of wraparound support have been demonstrated as effective approaches for supporting vulnerable children and families to foster positive outcomes. Such models rely on collaborative partnerships between schools and community agencies to coordinate services for children and families. Accordingly, there is a need to understand factors that influence this collaboration in school settings. This study explores partnership collaboration between school and community partners through the case of All in for Youth, a school-based wraparound model of support in western Canada. Focus groups of n = 79 partners across eight schools were analysed, guided by qualitative description methodology. Five essential conditions were identified for partnership collaboration, including value-based training, mutual recognition of expertise, school leadership, established and flexible communication channels, and appropriate staff resources. These conditions can be used to help inform the implementation of similar school-community models of support to foster collaborative partner processes and promote positive outcomes among children, youth, and families.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"25 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193364","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

Early Life Exposure to Adverse Childhood Experiences and School Readiness Among Preschoolers with Disruptive Behaviors 有破坏性行为的学龄前儿童早期生活中的不良童年经历与入学准备情况

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-18 DOI: 10.1007/s10826-024-02895-y

Akira S. Gutierrez, Katherine Zambrana, Bridget Poznanski, Jorge Valdes, Katie C. Hart

{"title":"Early Life Exposure to Adverse Childhood Experiences and School Readiness Among Preschoolers with Disruptive Behaviors","authors":"Akira S. Gutierrez, Katherine Zambrana, Bridget Poznanski, Jorge Valdes, Katie C. Hart","doi":"10.1007/s10826-024-02895-y","DOIUrl":"https://doi.org/10.1007/s10826-024-02895-y","url":null,"abstract":"This study explored the associations between Adverse Childhood Experiences (ACEs) and functioning across several school readiness domains among preschoolers with disruptive behavior problems. The sample included 115 children (Mage= 5.18, 67.8% male; 32.2% female) from a large, urban, high-poverty community, with predominantly Black families, who were about to enroll in a summer treatment program prior to kindergarten. As part of pre-treatment assessments, caregivers completed interviews and questionnaires about adverse experiences and stressors in their children’s lives. Children’s behavioral, academic, and social functioning were also assessed at this time. We identified exposure to ACEs using multimodal parent reports. A path analysis was conducted between preschoolers’ exposures to ACEs and their school readiness, covarying outcomes with one another to isolate the effect of ACEs. Our findings indicate a dose-effect, such that exposure to a higher number of ACEs is significantly associated with more severe disruptive behaviors, internalizing problems, and global impairment in the child’s functioning. However, there were no significant associations between total number of ACEs and academic or social functioning. Notably, the prevalence of ACEs among this sample of preschoolers living in highly under-resourced communities was strikingly higher than national samples, with 93.9% of parents reporting exposure to at least one ACE by age 5, compared to 19–26% in a nationally samples; moreover, 62.6% experienced 3 or more ACEs, compared to 5.35% in same-aged samples (Briggs-Gowan et al., 2010; Jackson et al., 2021). Our study contributes to the growing literature on the importance of recognizing the heightened risk of early and compounding adversity in school readiness outcomes for young children with special needs. Implications for early intervention timing and the need to consider readiness for preschool are discussed.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"146 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193363","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

Analysis of Mental Health and Substance Use Disorders, and Self-Harm among Young People in 185 Countries 对 185 个国家年轻人的心理健康和药物使用障碍以及自残情况的分析

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-15 DOI: 10.1007/s10826-024-02899-8

Veli Durmuş

{"title":"Analysis of Mental Health and Substance Use Disorders, and Self-Harm among Young People in 185 Countries","authors":"Veli Durmuş","doi":"10.1007/s10826-024-02899-8","DOIUrl":"https://doi.org/10.1007/s10826-024-02899-8","url":null,"abstract":"Young people’s mental and substance use disorders are a significant public health issue worldwide. A large proportion of the world’s disease burden among young people is attributable to mental health disorders. This study examines the prevalence of mental and substance use disorders, the incidence of self-harm behaviors, years lived with disability, and years of life lost by country-level income groups and gender among young people (10–24 years) in 185 countries at two time points: 1990 and 2019. A descriptive study was conducted using secondary data extracted from the Global Burden of Disease Study (GBD) 2019 to estimate the prevalence of mental health and substance use disorders, as well as self-harm behaviors among young people. Percentage changes in 1990–2019, 95% uncertainty intervals (UIs), and correlations with the socio-demographic index, sustainable development goals were examined. The findings showed that globally, the prevalence of mental and substance use disorders among young people of both genders slightly decreased from 1990. However, these rates varied significantly across country-level income groups and sexes. High-income countries showed significantly the highest increase of mental health disorder rates at these time points, while lower-middle-income countries had the greatest decrease in the study. Furthermore, females displayed higher incidence rates of self-harm at younger ages compared to males across all income-based groups. These findings provide valuable insights for policymakers, enabling them to better understand the situation and make data-driven policy decisions. This includes estimating the economic burden of disorders, planning services, and allocating resources effectively.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"63 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193365","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

Stigma and Empathy: How Youth With Childhood Conduct Problems Link Service Use and Interpersonal Relationships 耻辱与同情：有童年行为问题的青少年如何将服务使用与人际关系联系起来

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-14 DOI: 10.1007/s10826-024-02900-4

René-Marc Lavigne, Alexa Martin-Storey, Jean-Pascal Lemelin, Caroline Temcheff, Michèle Déry

{"title":"Stigma and Empathy: How Youth With Childhood Conduct Problems Link Service Use and Interpersonal Relationships","authors":"René-Marc Lavigne, Alexa Martin-Storey, Jean-Pascal Lemelin, Caroline Temcheff, Michèle Déry","doi":"10.1007/s10826-024-02900-4","DOIUrl":"https://doi.org/10.1007/s10826-024-02900-4","url":null,"abstract":"Young people with conduct problems (i.e., chronic behavioural issues characterized by rule violation, aggressive behaviour, classroom disruption) are particularly vulnerable to experiencing negative mental health and academic outcomes and are among the most frequent users of school-based mental health services. The behaviours associated with conduct problems can negatively impact youths’ relationships with their parents, peers, and school personnel. The present qualitative study examined the service use experiences of individuals with histories of conduct problems, focusing on how service use was linked with how youth saw their relationships with others. A thematic analysis of semi-structured interviews carried out between 2019 and 2020 with 41 young adults ages 17–21 with histories of school-based specialized service use for conduct problems was conducted to understand how participants described the services they received in school, and how they saw this service use as shaping their relationships with others. We identified four themes of stigma and empathy in terms of how youth related service use to their interpersonal relationships. The findings underline the importance of raising awareness about the impacts of stigma for conduct problems. The implications for practice include the need for further research on empathy by service providers who work with youth with conduct problems.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"76 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142193367","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

Relation of Family Economic Pressure and Racial Stress with Sleep Disturbance among African American College Students: Moderating Effects of Kin Social Support 非裔美国大学生的家庭经济压力和种族压力与睡眠障碍的关系：亲属社会支持的调节作用

IF 2.1 3区心理学

Journal of Child and Family Studies Pub Date : 2024-08-07 DOI: 10.1007/s10826-024-02894-z

Ronald D. Taylor, Motunrayo Olaniyan, Azeb Gebre, Debra Bangasser

{"title":"Relation of Family Economic Pressure and Racial Stress with Sleep Disturbance among African American College Students: Moderating Effects of Kin Social Support","authors":"Ronald D. Taylor, Motunrayo Olaniyan, Azeb Gebre, Debra Bangasser","doi":"10.1007/s10826-024-02894-z","DOIUrl":"https://doi.org/10.1007/s10826-024-02894-z","url":null,"abstract":"The investigation examined whether kin social support moderated the association of family economic pressure and race-related stress with sleep disturbance among African American college students. The study is grounded in two theoretical models including the Integrative Model for the Study of Developmental Competence in Minority Children (IM) and the Family Stress Model (FSM), which predict that economic and race-related stress are linked to well-being in families and that the effects of stressful experiences may be moderated by kin social support. Hypotheses were assessed with online questionnaires administered to 152 African American college students (83% female, Mage = 21.7, SDage = 4.6). Economic pressure and race-related stress were significantly associated with sleep disturbance. Interference effects of kin support were evident and revealed that the positive relations of family economic pressure and race-related stress with sleep disturbance were less apparent with increases in kin support. Findings suggest that kinship ties are complex relations with costs and benefits that African American students must manage as they cope with stressful experiences in college.","PeriodicalId":48362,"journal":{"name":"Journal of Child and Family Studies","volume":"78 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141930161","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