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

• 批准号: 8631301
• 负责人: Ming-Te Wang
• 金额: $ 7.63万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8631301
• 关键词: Parent; Socialization; Engagement; Mechanism; Resilience

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产生不利影响。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从事问题行为的保护性因素。鉴于药物滥用和犯罪行为往往在青春期扎根，了解这些问题行为与其学校和家庭环境之间的联系，更具体地说，学校参与和家长社会化，对于 预防和干预工作。对青少年发展的这些关键背景的研究可以确定重要的干预点和目标，以促进积极的青少年发展，同时减少危险行为。本研究利用马里兰州青少年发展情境研究（MADICS），这是一项关于学校和家庭对心理和行为发展影响的多波纵向研究，旨在了解学校参与和家长社会化是否可以缓冲青少年面临问题行为的风险，以及家长社会化是否通过学生在学校的参与直接或间接影响青少年的问题行为。该研究将使用自我系统模型，这是一种基于自我决定理论的激励框架，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，该项目将（目标 1）识别各个年龄段的问题行为轨迹 12 至 18，（目标 2）研究青少年问题行为随（a）性别、种族和社会经济地位，（b）家长社会化和（c）学校参与度的函数变化的程度，（目标 3）调查家长社会化和青少年问题行为之间的联系是否受到青少年学校参与度的调节，以及（目标 4）创建家长社会化和学校参与度的波特定概况，并通过使用 以模式为中心的方法（例如，潜在类分析）。