Social and Cultural Influences on Adolescent Development

描述（由申请人提供）：本研究计划提出使用调查措施，理解和写作测试，实验任务，结构化的定性访谈和观察技术，以检查同伴，家庭，社区和文化因素对发展的识字技能的影响，在挣扎和成功的青少年读者和作家。调查和定性措施将测试一个预期价值模型，该模型假定了熟悉形式、活动背景、参与活动的动机、对活动的兴趣和识字成绩之间的关系。对调查和定性措施的分析将研究跨人口类别（重点是性别、民族、种族和社会阶层）的同龄人、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，以及（B）塑造学生使用各种阅读、写作和沟通策略驾驭不同学校和社会任务的能力。将对校外识字活动进行理解和写作测试，以检验青少年在校外从事识字活动时掌握熟练和高级识字技能的假设。在研究的最后一年，将采用一系列实验性任务来评估青年人将校外识字活动转化为校内识字活动以及将校内识字活动转化为校外识字活动的假设，并根据对跨领域转化的评估，制定可能的课堂干预措施纲要。这些纵向调查结果将详细说明（a）不同社会群体对青少年识字发展的性质和影响，（B）这些群体对青少年与识字学习有关的动机的性质和影响，以及（c）这些社会和文化影响在多种背景下对青少年识字学习和技能的影响。 将对这些调查结果进行汇编，以编制各类青少年的社会和学校扫盲发展和动机概况。这些概况将有助于发展学校和社会结构以及教学方法，以提高青少年参与传统扫盲活动的动力，从而促进他们积极的心理和情感健康，并帮助他们在K-16学校教育之后继续学业和社会经济成功。

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.