考察哥伦比亚青少年的民族-种族身份发展和适应情况

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Adriana J. Umaña-Taylor , Michael R. Sladek , M. Dalal Safa , Liliana M. Uribe Tirado , Luz Magnolia Tilano Vega
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引用次数: 0

摘要

本研究调查了哥伦比亚麦德林六所学校的哥伦比亚青少年(人数=462,年龄=15.90,标准差=1.15,47%为女性)的民族-种族认同(ERI)发展和适应情况。采用偏差校正引导法进行的链式序列中介分析结果表明,ERI探索与ERI解决(β = 0.48)呈正相关,而ERI解决与全球身份认同凝聚(β = 0.29)呈正相关;反过来,全球身份认同凝聚越高,学业参与度越高(β = 0.26),自尊心越强(β = 0.50),GPA越低(β = -0.12),抑郁症状越轻(β = -0.35)。ERI 探索(β = 0.14)和解决(β = 0.11)与其他群体取向均呈正相关。研究结果为 ERI 在哥伦比亚青少年中的促进作用提供了初步证据,支持将 ERI 概念化为一种发展能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Examining ethnic-racial identity development and adjustment among Colombian adolescents

The current study examined ethnic-racial identity (ERI) development and adjustment among Colombian adolescents (N = 462, Mage = 15.90, SD = 1.15, 47% female) from six schools in Medellín, Colombia. Findings from chain sequential mediation analyses with bias-corrected bootstrapping indicated that ERI exploration was positively associated with ERI resolution (β = 0.48), which was positively associated with global identity cohesion (β = 0.29); in turn, higher global identity cohesion was associated with higher academic engagement (β = 0.26), higher self-esteem (β = 0.50), lower GPA (β = −0.12), and lower depressive symptoms (β = −0.35). ERI exploration (β = 0.14) and resolution (β = 0.11) were each positively associated with other group orientation. Findings provide preliminary evidence for the promotive role of ERI among Colombian adolescents, supporting a conceptualization of ERI as a developmental competency.

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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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