Deriving Daily Purpose through Daily Events and Role Fulfillment among Asian American Youth

Autor/in	Kiang, Lisa
Titel	Deriving Daily Purpose through Daily Events and Role Fulfillment among Asian American Youth
Quelle	In: Journal of Research on Adolescence, 22 (2012) 1, S.185-198 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2011.00767.x
Schlagwörter	Leisure Time; Adolescents; Developmental Tasks; Grade 9; Grade 10; Correlation; Asian Americans; Role; Family Relationship; Extracurricular Activities; Student Attitudes; Role Perception; Self Concept; Psychological Patterns; Anxiety; Emotional Disturbances; Social Networks + Suchen Sie Ihr Suchwort? Freizeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Entwicklungsaufgabe; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Asian immigrant; United States; Asiatischer Einwanderer; USA; Rollen; Außerunterrichtliche Aktivität; Schülerverhalten; Role conception; Rollenverständnis; Selbstkonzept; Angst; Gefühlsstörung; Social network; Soziales Netzwerk
Abstract	Establishing life purpose is a key developmental task; however, how it is linked to adolescents' everyday family, school, extracurricular, and leisure experiences remains unclear. Using daily diary data from 180 Asian American ninth and tenth graders (50% ninth; 58% female; 25% first generation), daily purpose was positively related to daily family assistance. Leisure time was negatively associated with purpose, especially for first-generation adolescents. Social role fulfillment (e.g., feeling like a good son or daughter) also contributed to daily purpose. Implications extended into daily affect, with positive associations with happiness, and negative associations with distress and anxiety. Results suggest that promoting social connectedness and activities that allow adolescents to feel like a valued family member may best foster youth purpose development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10