Social and Cultural Influences on Adolescent Development

描述（由申请人提供）：本研究计划建议使用调查方法、理解和写作测试、实验任务、结构化定性访谈和观察技术来检查同伴、家庭、社区和文化因素对挣扎和成功的青少年读者和作家读写技能发展的影响。调查和定性测量将测试一个期望值模型，该模型假定对格式的熟悉程度、活动的情境化、参与活动的动机、对活动的兴趣和识字成就之间存在关系。调查分析和定性测量将跨越人口统计类别（重点是性别、民族、种族和社会阶层）检查同伴、家庭、社区和文化群体如何(a)激励学生发展特定类型的阅读和写作技能；(b)塑造学生使用各种阅读、写作和沟通策略来应对不同学校和社会任务的能力。理解和写作测试将应用于校外扫盲活动，以检验青少年在校外从事扫盲活动时掌握熟练和高级扫盲技能的假设。在研究的最后一年，将使用一系列实验任务来评估年轻人将校外扫盲实践转移到他们的校内扫盲活动，反之亦然的假设，并根据跨领域转移的评估制定基于课堂的干预措施的可能大纲。这些纵向研究结果将详细说明(a)不同社会群体对青少年扫盲发展的性质和影响，(b)这些群体对青少年扫盲学习动机的性质和影响，以及(c)这些社会和文化影响在多种背景下对青少年扫盲学习和技能的影响。这些调查结果将被汇编成各类青少年的社会和学校扫盲发展和动机概况。这些简介将有助于发展学校和社会结构以及旨在提高青少年参与传统扫盲活动的动机的教学方法，从而有助于他们积极的心理和情感健康，并有助于他们在K-16教育之后继续在学校和社会经济上取得成功。

DESCRIPTION (provided by applicant): This research plan proposes the use of survey measures, comprehension and writing tests, experimental tasks, and structured qualitative interview and observation techniques to examine the influence of peer, family, community, and cultural factors on the development of literacy skills in both struggling and successful adolescent readers and writers. Survey and qualitative measures will test an expectancy value model that posits a relationship between familiarity of format, contextualization of activity, motivation to engage in an activity, interest in the activity, and literacy achievement. Analyses of survey and qualitative measures will examine across demographic categories (with an emphasis on gender, ethnicity, race, and social class) how peer, family, community, and cultural groups (a) motivate students to develop particular kinds of reading and writing skills and (b) shape students' abilities to navigate different school and social tasks using various reading, writing, and communication strategies. Comprehension and writing tests will be applied to out-of-school literacy activities to test the hypothesis that adolescents employ proficient and advanced literacy skills as they engage in literacy practices outside of school. In the final year of research, a series of experimental tasks will be used to assess the hypothesis that young people transfer out-of-school literacy practices to their in-school literacy-based activities and vice versa, and to develop possible outlines for classroom-based interventions based on the assessment of transfer across domains. These longitudinal findings will detail (a) the nature and influence of different social groups on adolescent literacy development, (b) the nature and influence of such groups on adolescent motivation related to literacy learning, and (c) the outcomes of such social and cultural influences in terms of adolescents' literacy learning and skill across multiple contexts. These findings will be compiled to produce profiles of the social and school-based literacy development and motivation of various types of adolescents. The profiles will aid in the development of school and social structures and pedagogical approaches targeted at improving adolescents' motivation to engage in conventional literacy activities, thus contributing to their positive mental and emotional health and to their continued school and socioeconomic success beyond K-16 schooling.