The Protective Role of Group Identity: Sectarian Antisocial Behavior and Adolescent Emotion Problems

Autor/inn/en	Merrilees, Christine E.; Taylor, Laura K.; Goeke-Morey, Marcie C.; Shirlow, Peter; Cummings, E. Mark; Cairns, Ed
Titel	The Protective Role of Group Identity: Sectarian Antisocial Behavior and Adolescent Emotion Problems
Quelle	In: Child Development, 85 (2014) 2, S.412-420 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12125
Schlagwörter	Adolescents; Antisocial Behavior; Foreign Countries; Group Membership; Identification (Psychology); Conflict; Political Issues; Longitudinal Studies; Hierarchical Linear Modeling; Age Differences; Emotional Problems; Resilience (Psychology); Catholics; Protestants; Religious Conflict; United Kingdom (Belfast) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Gruppenzugehörigkeit; Konflikt; Politischer Faktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; Katholik; Protestantism; Protestantismus; Religiöser Konflikt
Abstract	The protective role of strength of group identity was examined for youth in a context of protracted political conflict. Participants included 814 adolescents (M[subscript age] = 13.61, SD = 1.99 at Time 1) participating in a longitudinal study in Belfast, Northern Ireland. Utilizing hierarchical linear modeling, the results show that the effect of exposure to sectarian antisocial behaviors has a stronger effect on youth emotion problems for older adolescents. The results also show that youth with higher strength of group identity reported fewer emotion problems in the face of sectarian antisocial behavior but that this buffering effect is stronger for Protestants compared to Catholics. Implications are discussed for understanding the role of social identity in postaccord societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10