Literaturnachweis - Detailanzeige
| Autor/inn/en | Smokowski, Paul R.; Bacallao, Martica L. |
|---|---|
| Titel | Acculturation and Aggression in Latino Adolescents: A Structural Model Focusing on Cultural Risk Factors and Assets |
| Quelle | In: Journal of Abnormal Child Psychology, 34 (2006) 5, S.657-671 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0091-0627 |
| DOI | 10.1007/s10802-006-9049-4 |
| Schlagwörter | Acculturation; Aggression; Hispanic Americans; Risk; Investigations; Cultural Influences; Interviews; Structural Equation Models; Parent Child Relationship; Attribution Theory; Cross Cultural Studies; Adolescent Attitudes; Arizona; North Carolina |
| Abstract | The specific aim of this investigation was to map cultural factors associated with aggressive behavior in Latino adolescents. Interviews were conducted with a sample of 481 foreign- and U.S.-born Latino adolescents living in North Carolina and Arizona. Structural Equation Modeling was used to validate a conceptual model linking adolescent and parent culture-of-origin and U.S. cultural involvement, acculturation conflicts, and perceived discrimination to family processes (familism and parent-adolescent conflict) and adolescent aggression. Parent-adolescent conflict was the strongest cultural risk factor followed by perceived discrimination. Familism and adolescent culture-of-origin involvement were key cultural assets associated with less aggressive behavior. Exploratory mediation analyses suggested that familism and parent-adolescent conflict mediated the effects of acculturation conflicts, parent and adolescent culture-of-origin involvement, and parent U.S. cultural involvement on adolescent aggression. Implications for prevention programming were discussed. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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