Acculturation Hassles and Adjustment of Adolescents of Immigrant Descent: Testing Mediation with a Self-Determination Theory Approach

Autor/inn/en	Kunyu, David K.; Schachner, Maja K.; Juang, Linda P.; Schwarzenthal, Miriam; Aral, Tugçe
Titel	Acculturation Hassles and Adjustment of Adolescents of Immigrant Descent: Testing Mediation with a Self-Determination Theory Approach
Quelle	In: New Directions for Child and Adolescent Development, (2021) 177, S.101-121 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kunyu, David K.) ORCID (Juang, Linda P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20408
Schlagwörter	Acculturation; Adolescents; Immigrants; Self Determination; Social Discrimination; Psychological Needs; Sense of Community; Personal Autonomy; Competence; Middle School Students; Grade 7; Foreign Countries; Stress Variables; Adjustment (to Environment); Well Being; Germany + Suchen Sie Ihr Suchwort? Akkulturation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Selbstbestimmung; Soziale Benachteiligung; Soziale Schließung; Individuelle Autonomie; Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Well-being; Wellness; Wohlbefinden; Deutschland
Abstract	Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51% female, M[subscript age] = 12.4 years, SD = 0.73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01