Emotional Support and Expectations From Parents, Teachers, and Peers Predict Adolescent Competence at School
Emotional Support and Expectations From Parents, Teachers, and Peers Predict Adolescent Competence at School
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父母、老师和同龄人的情感支持和期望预示着青少年在学校的能力
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Sandra Baker
中科院分区：
文献类型：
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作者：
K. Wentzel;Shannon L. Russell;Sandra Baker
我们调查了来自父母、老师和同学的情感支持和期望与墨西哥裔美国青少年(n=398)的社会行为和学习功能之间的关系。回归分析结果表明，情绪支持和期望之间的直接关系因来源和领域的不同而不同；教师和父母变量是学业成绩的显著预测变量，同伴变量是社会行为的显著预测变量。对缓和效应的研究表明，成年人和同龄人的期望与结果的相关性更强，这是感知到的情感支持的函数。然而，较高水平的成人情绪支持对学业成绩的影响被发现，而较低水平的同伴情绪支持对行为结果的影响被发现。讨论了成人情绪支持和同伴情绪支持对学业成绩的不同贡献。(JuncINFO数据库记录(C)2016 APA，版权所有)
We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents’ (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain; teacher and parent variables were significant predictors of academic outcomes, and peer variables were significant predictors of social behavior. Examination of moderation effects indicated that expectations of adults and peers are related to outcomes more strongly as a function of perceived emotional support. However, moderating effects for academic outcomes were found for higher levels of adult emotional support, whereas effects for behavioral outcomes were found for lower levels of peer emotional support. The differential contribution of adult and peer emotional support to school outcomes is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
墨西哥裔美国青少年的风险和心理健康状况：以人为本的纵向方法。
影响因子：
3.8
作者：
Zeiders,KatharineH;Roosa,MarkW;Knight,GeorgeP;Gonzales,NancyA
通讯作者：
Gonzales,NancyA