Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers
Socialization in context: Connection, regulation, and autonomy in the family, school, and neighborhood, and with peers
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DOI：
10.1177/0743554897122008
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发表时间：
1997-04-01
影响因子：
2
通讯作者：
Olsen, JA
中科院分区：
文献类型：
--
作者：
Barber, BK;Olsen, JA
本研究考察了青少年在家庭、学校、邻里和同伴四种社会情境中感受到的社会化三个核心维度(与重要他人的联系、行为规范和心理自主性)与学业成绩、抑郁情绪和反社会行为的关系。对900名五年级和八年级青年的随机抽样的分析既包括对这些背景下青年经历的描述性描述，也包括对各种模型的测试，这些模型预测背景和青年运作之间的独立和相互作用的影响。研究结果表明，联系、调节和自主性是四种情境下社会化体验的有意义的维度，家庭和同伴是主要的社会化领域，青年功能的不同方面与特定情境有关。有一些证据表明，在一种情况下的经验不足可以通过在其他情况下的经验来弥补。
This study investigated the relation to school grades, feelings of depression, and antisocial behavior of youth perceptions of three central dimensions of socialization (connection with significant others, regulation of behavior; and psychological autonomy) as they are experienced in four social contexts:family, school, neighborhood, and peers. Analyses of a random sample of 900 fifth- and eighth-grade youth included both descriptive accounts of youth experience in these contexts and tested for various models predicting independent and interactive effects among contexts an youth functioning. Findings showed that connection, regulation, and autonomy were meaningful dimensions of socialization experience in the four contexts, that family and peers were primary socialization domains, and that discrete aspects of youth functioning were related to specific contexts. There was some evidence that deficits in experience in one context can be compensated for by experience in other contexts.