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首页> 外文期刊>Applied developmental science >Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents
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Friends matter: Ethnic-racial identity and school adjustment among African American and Latino early adolescents

机译：朋友重要：非洲裔美国和拉丁裔早期青少年的种族 - 种族身份和学校调整

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摘要

The current study investigated the role of ethnic-racial identity (ERI) on early adolescents' school adjustment, as moderated by their school friends' aggregate ERI. The study drew data from a longitudinal socioemotional project in a Midwestern U.S. middle school. Surveys were administered twice over a 6-month interval with a sample of 161 African American and Latino sixth through eighth grade students. Results suggested a promotive role of ERI, as three dimensions (public regard, private regard, and resolution) were positively related to students' school adjustment. Additional results demonstrated the importance of friend group aggregate ERI; participants with high resolution or private regard, or a friend group with high aggregate resolution or private regard, reported higher levels of school adjustment than those with low individual and friend group-levels of these ERI dimensions. The findings provide insights into the role of social contexts and friend group beliefs on adolescents' ERI development and school experiences.
机译：目前的研究调查了民族 - 种族身份（ERI）对青少年早期的学校调整的作用，由他们的学校朋友们的汇总ERI主持。该研究吸引了来自美国中学中学中学的纵向社会间隙项目的数据。调查在6个月的时间间隔内进行两次，其中包含161名非洲裔美国人和拉丁裔的样本六年级学生。结果表明ERI的促进作用，作为三维（公众关注，私人考虑和解决）与学生的学校调整有关。额外的结果表明了朋友集团汇总ERI的重要性;参与者具有高分辨率或私人关心的人员或具有高总体决议或私人审查的朋友组，报告了比这些时代的低个人和朋友集团级别的学校调整水平更高。调查结果为社会背景和朋友集团信仰对青少年发展和学校经历的作用提供了见解。

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