Social and Cultural Influences on Adolescent Development

描述(申请人提供)：这项研究计划建议使用调查测量、理解和写作测试、实验任务以及结构化的定性访谈和观察技术来考察同伴、家庭、社区和文化因素对学习困难和成功的青少年读者和作家的识字技能发展的影响。调查和定性测量将测试预期价值模型，该模型假定熟悉形式、活动的情境化、参与活动的动机、对活动的兴趣和识字成绩之间的关系。对调查和定性测量的分析将研究跨人口统计类别(重点是性别、种族、种族和社会阶层)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)利用各种阅读、写作和交流策略塑造学生驾驭不同学校和社会任务的能力。将把理解和写作测试应用于校外识字活动，以检验这样一种假设，即青少年在从事校外识字实践时使用熟练和高级识字技能。在研究的最后一年，将使用一系列实验任务来评估这样一种假设，即年轻人将校外识字做法转移到他们的基于识字的活动中，反之亦然，并根据跨域转移的评估，为基于课堂的干预制定可能的大纲。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)这种群体的性质和对青少年识字学习动机的影响，以及(C)这种社会和文化影响在青少年识字学习和技能方面的结果。这些调查结果将汇编成各种类型青少年的社会和以学校为基础的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从事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绪健康，并有助于他们在学校和社会经济方面取得持续的K-16教育之后的成功。

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.