Literaturnachweis - Detailanzeige
Autor/inn/en | Medina, Michael A.; Rivas-Drake, Deborah; Jagers, Robert J.; Rowley, Stephanie J. |
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Titel | Friends Matter: Ethnic-Racial Identity and School Adjustment among African American and Latino Early Adolescents |
Quelle | In: Applied Developmental Science, 24 (2020) 4, S.376-391 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Medina, Michael A.) ORCID (Rowley, Stephanie J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-8691 |
DOI | 10.1080/10888691.2018.1524712 |
Schlagwörter | Friendship; Peer Groups; Ethnicity; Racial Identification; Student Adjustment; Student School Relationship; Sense of Community; African American Students; Hispanic American Students; Middle School Students; Early Adolescents; Economically Disadvantaged; Social Development; Emotional Development; Minority Group Students Freundschaft; Gleichaltrigengruppe; Peer Group; Ethnizität; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schüler-Lehrer-Beziehung; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Soziale Entwicklung; Gefühlsbildung |
Abstract | The current study investigated the role of ethnic-racial identity (ERI) on early adolescents' school adjustment, as moderated by their school friends' aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, as three dimensions (public regard, private regard, and resolution) were positively related to students' school adjustment. Additional results demonstrated the importance of friend group aggregate ERI; participants with high resolution or private regard, or a friend group with high aggregate resolution or private regard, reported higher levels of school adjustment than those with low individual and friend group-levels of these ERI dimensions. The findings provide insights into the role of social contexts and friend group beliefs on adolescents' ERI development and school experiences. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |