Perceived Mattering to Parents and Friends for University Students: A Longitudinal Study

Autor/inn/en	Marshall, Sheila K.; Liu, Yan; Wu, Amery; Berzonsky, Michael; Adams, Gerald R.
Titel	Perceived Mattering to Parents and Friends for University Students: A Longitudinal Study
Quelle	In: Journal of Adolescence, 33 (2010) 3, S.367-375 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2009.09.003
Schlagwörter	Mothers; Adolescents; Longitudinal Studies; College Students; Friendship; Models; Measurement; Gender Differences; Parent Child Relationship; Interpersonal Relationship; Place of Residence + Suchen Sie Ihr Suchwort? Mother; Mutter; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; Freundschaft; Analogiemodell; Messverfahren; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wohnort
Abstract	A multiple indicators multilevel (MIML) latent growth model was used to examine university students' (N = 484) perceived mattering to mother, father, and friends over a three year period. The model was used to examine whether repeated measurements of perceived mattering remained invariant across time for all three referents, what the developmental trajectories looked like, and if the growth trajectories varied between gender groups and living arrangements. Temporal measurement invariance held for all three referents. Growth trajectories showed a significant declining slope for perceived mattering to mother only. Women perceived themselves as mattering to parents and friends more than men. Living arrangements were associated with mattering to friends but not mattering to parents. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10