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Parent Socialization and School Engagement as a Mechanism of Resilience for Adole

家长社会化和学校参与作为阿多尔的弹性机制

基本信息

批准号：
8525378
负责人：
Ming-Te Wang
金额：
$ 7.32万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-08-15 至 2015-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8525378
关键词：
Address Adolescence Adolescent Adolescent Development Adult Affect Age Alcohol or Other Drugs use Alcohols Back Behavioral Biological Models Buffers Characteristics Child Cigarette Development Disadvantaged Ecology Educational Activities Ethnic Origin Failure Family Friends Gender Growth Guide prevention Health Health behavior Individual Intervention Lead Learning Link Longitudinal Studies Marijuana Smoking Maryland Measures Mediating Modeling Outcome Parenting behavior Parents Pattern Persons Plant Roots Preventive Intervention Problem behavior Research Risk Risk Behaviors Risk Factors Schools Secondary Schools Self Determination Shapes Socialization Socioeconomic Status Structure Students Testing Youth adolescent substance abuse adolescent substance use base coping early adolescence emerging adult family influence parental influence parental role positive youth development prevent psychologic resilience skills theories

项目摘要

DESCRIPTION (provided by applicant): Adolescent substance abuse and delinquency adversely affect both individual health outcomes and the US economy. Extensive research has focused on a deficit model of identifying risk factors to formulate the trajectory of youth into problem behaviors but has rarely taken a strengths-based approach capitalizing on the resiliency of youth and addressing the protective factors that may buffer youth from engaging in problem behaviors. Given that substance use and delinquency often take root during adolescence, understanding the link between these problem behaviors and their school and family contexts and, more specifically, school engagement and parent socialization, is critical for prevention and intervention efforts. Research into these critical contexts of adolescent development could identify important intervention points and targets that will promote positive youth development and simultaneously reduce risk behaviors. Using the Maryland Adolescent Development in Context Study (MADICS), a multi-wave longitudinal study of school and family influences on psychological and behavioral development, this study seeks to understand whether school engagement and parent socialization buffer youth at risk for problem behaviors and whether parent socialization influences youth problem behavior directly and indirectly through student engagement in school. The study will use the Self-System model, a motivational framework grounded in Self-Determination theory that emphasizes person- context interactions and the match between contextual characteristics and individual psychological needs. Specifically, this project will (Aim 1) identify trajectories of problem behaviors from ages 12 to 18, (Aim 2) examine the extent to which youth problem behavior varies as a function of (a) gender, ethnicity, and socioeconomic status, (b) parent socialization, and (c) school engagement, (Aim 3) investigate whether the link between parent socialization and youth problem behavior is mediated by adolescent school engagement, and (Aim4) create wave-specific profiles of parent socialization and school engagement and examine their relation to youth problem behaviors by using pattern-centered approaches (e.g., latent class analysis).

描述（由申请人提供）：青少年药物滥用和犯罪对个人健康结果和美国经济都有不利影响。广泛的研究集中在识别风险因素的赤字模型上，以制定青少年陷入问题行为的轨迹，但很少采取基于优势的方法，利用青少年的弹性并解决可能缓冲青少年参与问题行为的保护因素。行为。鉴于物质使用和犯罪往往在青少年时期扎根，了解这些问题行为与学校和家庭环境之间的联系，更具体地说，学校参与和父母社会化，对于预防和干预工作。对这些青少年发展的关键背景进行研究，可以确定重要的干预点和目标，促进青少年的积极发展，同时减少危险行为。本研究采用马里兰州青少年发展情境研究（MADICS），探讨学校和家庭对青少年心理和行为发展的影响，旨在了解学校参与和父母社会化是否对青少年问题行为产生缓冲作用，以及父母社会化是否通过学生的学校参与直接或间接影响青少年问题行为。本研究将使用自我系统模型，这是一个基于自我决定理论的动机框架，强调人与环境的相互作用以及环境特征与个人心理需求之间的匹配。具体来说，本项目将（目标1）确定问题行为的轨迹，从年龄 12至18，（目标2）检查青少年问题行为的变化程度作为（a）性别，种族和社会经济地位，（B）父母社会化和（c）学校参与的函数，（目标3）调查父母社会化和青少年问题行为之间的联系是否由青少年学校参与介导，和（Aim4）创建父母社会化和学校参与的特定波形，并通过使用模式为中心的方法（例如，潜在类别分析）。