Suchergebnisse

The current study aimed to investigate whether the expected association between parent–child cultural orientation gaps and externalizing problems was moderated by impulse control (IC) among Chinese early adolescents in immigrant families. Ninety-one first- and second-generation Chinese immigrant youths (58% girls) aged between 11 and 13 years and their parents completed independent measures of mainstream and heritage cultural orientations. IC was evaluated via a computerized version of the Iowa Gambling Task, while externalizing problems were assessed via parental report. Regression analyses indicated that low levels of IC represented a risk factor for externalizing adjustment among early adolescents who were less oriented toward the mainstream culture than their parents. In addition, high levels of IC were protective for early adolescents who were less oriented toward their heritage culture than their parents. The findings suggest that IC plays an important role in Chinese early adolescents' behavioral adjustment. Implications of the results are discussed.

Using a dot‐probe detection task, this longitudinal study investigated whether adolescents show an attentional bias for academic stressors at the beginning of the school year (T1), and if such allocation of attention interacts with classroom climate (CC) to predict grades and socioemotional functioning at the end of the term (T2). Among 133 eighth‐graders, the majority showed a perceptual bias toward academic threats. Regression analyses indicated that a greater bias at T1 predicted lower grades and more socioemotional problems at T2, and that CC moderated these relationships. Students perceiving low CC and displaying greater attentional bias reported lower grades and more socioemotional problems. Teachers may promote a positive CC to prevent the negative effects of a biased attention on youths' school adjustment.

Persuasive communication campaigns are often used to promote proenvironmental actions, even though their effectiveness has been mixed. Previous research has tested cognitive-based models in explaining proenvironmental choice, but few studies have examined the potential impact of emotional dimensions. This experimental study tests the persuasive effect of argument quality, source expertise, and emotions on the implicit attitudes toward sustainable travel choices. This was a 2 × 2 × 2 between-subjects research design with an additional measured variable of involvement with the topic of sustainable transport. A video including the experimental manipulations was presented, followed by the Implicit Association Test (IAT). Consistent with the Elaboration Likelihood Model (ELM), in the case of high involvement, implicit attitudes were more positive in the condition of high-quality arguments, while in case of low involvement, implicit attitudes were more positive in the condition of high source expertise. In addition, the main effect of anticipated negative emotions was significant.

AbstractCultural identity formation is a complex developmental task that influences adolescents' adjustment. However, less is known about individual variations in trajectories of cultural identity processes and how they relate to youth psychosocial outcomes. Using a person-centered approach, this study investigated patterns of change over a year in cultural identity exploration and resolution, respectively, among ethnically diverse adolescents in Italy. The sample included 173 high school students (Mage = 15 yrs, SD = 0.62, range = 14–17; 58.4% female; 26% immigrant background) who had participated in the Identity Project, a school-based intervention targeting ethnic-racial identity development. Longitudinal latent profile analysis revealed only one profile of change for exploration, whereas four unique profiles for resolution emerged ("stable low," "stable average," "increase low-to-average," "increase high-to-higher"). Overall, youth in the resolution-increase profiles reported the best outcomes. The findings highlight the heterogeneity of adolescents' resolution trajectories and the benefits of an increased sense of clarity concerning one's cultural identity for positive psychosocial functioning.

AbstractGiven 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.