Perceiving high or low home–school dissonance: Longitudinal effects on adolescent emotional and academic well-being.
Perceiving high or low home–school dissonance: Longitudinal effects on adolescent emotional and academic well-being.
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感知高或低的家庭与学校不和谐：对青少年情绪和学业健康的纵向影响。
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
T. Urdan
中科院分区：
文献类型：
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作者：
Revathy Arunkumar;C. Midgley;T. Urdan
对于一些青少年来说，家庭和学校的信仰、价值观和行为期望是相互冲突的，而协调这两种环境之间的界限是很困难的。我们对小学五年级和次年中学的不同种族学生样本（N = 475）进行了调查，包括评估对家庭与学校不和谐的看法的量表。与我们的假设相反，非洲裔美国学生并没有比欧洲裔美国学生报告更多的不和谐。与低失调学生（失调量表排名倒数第三）相比，失调程度高的学生（失调量表排名前三）更加愤怒和自嘲，自尊心较低，希望较小，感觉学业效率较低，平均绩点较低。此外，与低失调学生相比，高失调学生在升入中学时平均成绩下降幅度更大，而愤怒程度下降幅度较小。
For some adolescents, the beliefs, values, and behavioral expectations at home and at school are in conflict, and negotiating the boundaries between these two contexts is difficult. We administered surveys, including a scale assessing perceptions of home-school dissonance, to an ethnically diverse sample of students (N = 475) in the 5th grade in elementary school and the following year in middle school. Contrary to our hypothesis, African American students did not report more dissonance than European American students. High dissonance students (top 3rd on the Dissonance scale) were more angry and self-deprecating, had lower self-esteem, were less hopeful, felt less academically efficacious, and had a lower grade point average than did low dissonance students (bottom 3rd on the scale). Additionally, high dissonance students experienced a greater decline in grade point average, and less of a decline in anger than did low dissonance students when they moved to middle school.
青春期早期的学校过渡对贫困城市青年的自我系统和感知社会背景的影响。
影响因子：
4.6
作者：
Seidman,E;Allen,L;Aber,JL;Mitchell,C;Feinman,J
通讯作者：
Feinman,J