Family Dynamics, Supportive Relationships, and Educational Resilience During Adolescence

Autor/inn/en	Crosnoe, Robert; Elder, Glen H., Jr.
Titel	Family Dynamics, Supportive Relationships, and Educational Resilience During Adolescence
Quelle	In: Journal of Family Issues, 25 (2004) 5, S.571-602 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-513X
DOI	10.1177/0192513X03258307
Schlagwörter	Siblings; Risk; Asian Americans; Adolescents; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Gender Differences; Racial Differences; Personality Traits + Suchen Sie Ihr Suchwort? Sibling; Geschwister; Risiko; Asian immigrant; United States; Asiatischer Einwanderer; USA; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Geschlechterkonflikt; Rassenunterschied; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal
Abstract	If problematic relationships with parents are an academic risk factor during adolescence, then nonparental sources of support (e.g., friends, siblings, and teachers) may be arenas of comfort that promote educational resilience in the face of such risk. In a series of structural models using the National Longitudinal Study of Adolescent Health, the authors found that nonparental relationships are more likely to be directly associated with academic behavior than to interact with parent-related risk. Protective interactions occur only among certain subgroups. For example, close relationships with teachers and involvement with friends protect against parent-related academic risk among Asian American adolescents, whereas support from friends operates similarly for younger girls. In other subgroups, parental and nonparental relationships interact but not in a protective way. These patterns demonstrate the complex interplay of developmental ecology and larger social structures during the adolescent stage of life as well as the context-specific nature of resilience. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10