Sophie I E Hölscher, Maja K Schachner, Linda P Juang, Gianmarco Altoè
{"title":"促进青少年传统文化身份发展：探索自主性和相关性满意度在校本干预中的作用。","authors":"Sophie I E Hölscher, Maja K Schachner, Linda P Juang, Gianmarco Altoè","doi":"10.1007/s10964-024-02017-3","DOIUrl":null,"url":null,"abstract":"<p><p>Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (M<sub>age</sub> = 12.86 years, SD<sub>age</sub> = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.</p>","PeriodicalId":17624,"journal":{"name":"Journal of Youth and Adolescence","volume":" ","pages":"2460-2479"},"PeriodicalIF":3.7000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467014/pdf/","citationCount":"0","resultStr":"{\"title\":\"Promoting Adolescents' Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions.\",\"authors\":\"Sophie I E Hölscher, Maja K Schachner, Linda P Juang, Gianmarco Altoè\",\"doi\":\"10.1007/s10964-024-02017-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (M<sub>age</sub> = 12.86 years, SD<sub>age</sub> = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.</p>\",\"PeriodicalId\":17624,\"journal\":{\"name\":\"Journal of Youth and Adolescence\",\"volume\":\" \",\"pages\":\"2460-2479\"},\"PeriodicalIF\":3.7000,\"publicationDate\":\"2024-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11467014/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Youth and Adolescence\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10964-024-02017-3\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/5/24 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Youth and Adolescence","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10964-024-02017-3","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/5/24 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Promoting Adolescents' Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions.
Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (Mage = 12.86 years, SDage = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.
期刊介绍：
Journal of Youth and Adolescence provides a single, high-level medium of communication for psychologists, psychiatrists, biologists, criminologists, educators, and researchers in many other allied disciplines who address the subject of youth and adolescence. The journal publishes quantitative analyses, theoretical papers, and comprehensive review articles. The journal especially welcomes empirically rigorous papers that take policy implications seriously. Research need not have been designed to address policy needs, but manuscripts must address implications for the manner society formally (e.g., through laws, policies or regulations) or informally (e.g., through parents, peers, and social institutions) responds to the period of youth and adolescence.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
