Developmental Differences in Engagement Style, Locus of Control, and Parent-Adolescent Relationships in African-American Families.

Autor/in	Hill, Nancy E.
Titel	Developmental Differences in Engagement Style, Locus of Control, and Parent-Adolescent Relationships in African-American Families.
Quelle	(1993), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Age Differences; Black Students; Blacks; College Freshmen; Family Environment; Family Influence; High School Students; High Schools; Higher Education; Individual Differences; Individual Power; Locus of Control; Parent Child Relationship; Parents; Personality Development; Self Concept; Sex Differences + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Black person; Schwarzer; Studienanfänger; Familienmilieu; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Individueller Unterschied; Eigeninitiative; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Eltern; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Selbstkonzept; Sex difference; Geschlechtsunterschied
Abstract	A study examined age and sex differences in engagement style and locus of control and their influence on African-American parent-adolescent relationships. The study subjects were 71 students in 9th grade and 57 students in 11th grade from 4 high schools in a large midwestern city; 46 college freshmen attending a large midwestern university; and 46 sets of parents across the 3 age levels. Most of the participants (96%) were African-American, 3% were Hispanic; and 1% were White. Study findings included the following: (1) male students were significantly more externally controlled than female students; (2) with respect to engagement style, on a continuum between patient and agent, females' scores were significantly more "agent" than males; (3) college freshmen were more "agent" than 9th graders and were significantly more externally controlled than 11th graders; (4) college freshmen rated their mothers as more authoritative than did 11th graders; (5) college freshmen females scored higher than 9th grade females on expressiveness; (6) college freshmen scored lower than 9th graders on perceived control in their families; (7) males rated their fathers as more authoritative than did females; (8) females rated their families as higher on conflict than did males; and (9) responses from mothers and adolescents were significantly correlated on 7 of the 10 subscales, while responses from fathers and adolescents were significantly correlated on only 1 subscale. (AC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC