Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth

Autor/inn/en	Witherspoon, Dawn; Schotland, Marieka; Way, Niobe; Hughes, Diane
Titel	Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth
Quelle	In: Applied Developmental Science, 13 (2009) 4, S.199-216 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Neighborhoods; Early Adolescents; Profiles; Urban Youth; Depression (Psychology); Context Effect; Psychological Patterns; Adjustment (to Environment); Multivariate Analysis; Attitude Measures; Family Relationship; Educational Environment; Academic Achievement; Racial Differences; Ethnicity; Grades (Scholastic); Self Esteem; Symptoms (Individual Disorders); Adolescent Development; Middle School Students; Gender Differences; Parent Child Relationship; Minority Groups + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Charakterisierung; Profilanalyse; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Multivariate Analyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Rassenunterschied; Ethnizität; Notenspiegel; Self-esteem; Selbstaufmerksamkeit; Psychiatrische Symptomatik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ethnische Minderheit
Abstract	Cluster analyses and hierarchical linear modeling were used to investigate the impact of perceptions of connectedness to family, school, and neighborhood contexts on academic and psycho-social outcomes for 437 urban ethnically diverse adolescents. Five profiles of connectedness to family, school, and neighborhood were identified. Two profiles were characterized by reports of either strong or weak connectedness to all contexts. The other three profiles were anchored by reports of low family connectedness, low neighborhood connectedness, or average connectedness. Race/ethnic differences were found in profiles and outcomes. Hierarchical linear models showed that each profile of connectedness was significantly associated with adolescents' self-report of grades, self-esteem, and depressive symptoms after adjusting for correlates, suggesting that the domain and number of contexts matter for positive youth development. These analyses underscore the importance of considering the independent and joint effects of family, schools, and neighborhoods on adolescent well-being. Implications for research and intervention are discussed. (Contains 5 footnotes, 3 tables and 1 figure.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10