Parent-Youth Closeness and Youth's Suicidal Ideation: The Moderating Effects of Gender, Stages of Adolescence, and Race or Ethnicity

Autor/in	Liu, Ruth X.
Titel	Parent-Youth Closeness and Youth's Suicidal Ideation: The Moderating Effects of Gender, Stages of Adolescence, and Race or Ethnicity
Quelle	In: Youth & Society, 37 (2005) 2, S.145-175 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X04272290
Schlagwörter	Suicide; Ethnicity; Asian Americans; Gender Differences; Adolescents; Racial Differences; Parent Child Relationship; Psychological Patterns; Adolescent Development; American Indians; Age Differences + Suchen Sie Ihr Suchwort? Selbstmord; Ethnizität; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Rassenunterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; American Indian; Indianer; Age; Difference; Age difference; Altersunterschied
Abstract	Data from a nationally representative sample of adolescents studied at two points in time are used to examine gender-specific influence of parent-youth closeness on youth's suicidal ideation and its variations by stages of adolescence and race or ethnicity. Logistic regression analyses yielded interesting findings: (a) Closeness with fathers exerts an important influence on girls, and this effect is observed regardless of stages of adolescence and race/ethnicity; (b) the influence of fathers on boys declines toward late adolescence, and fathers' effect is more pronounced among Native and Asian American boys; (c) closeness with mothers is important for boys of early and late teens but not among midteens; and (d) relationship with mothers exerts little influence on girls with the exception that among Asian American girls, closeness with mothers does exercise a weak effect (i.e., more so than White girls). These results are discussed in light of their theoretical and policy implications. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10