Juggling Between Parental and School Expectations: The Development of Domain‐Specific Acculturation Orientations in Early Adolescence

We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents’ heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (M_age = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescents’ private than public acculturation orientations. Parental heritage expectations were the strongest predictor of adolescents’ acculturation orientations. Boys were more susceptible than girls to ethnic discrimination and acculturation expectations in school, which affected their private and public acculturation orientations. Results highlight the importance of integrating domain‐specific and gendered experiences when analyzing adolescents’ acculturative development.     

Maternal involvement and adolescents' psychological and academic adjustment after COVID-19 return-to-school: A one-year longitudinal study

The current study examined the idea that maternal involvement during the COVID-19 school closure period could contribute to the development of adolescents' daily routines, which could ultimately associate with their psychological and academic adjustment after return-to-school. Data were collected from 520 Chinese adolescents (M_age = 12.75 years, SD_age = 1.48 years) and their mothers during the COVID-19 school closure and one year after return-to-school. Results indicated that maternal involvement in both education and leisure activities predicted more consistent adolescents' daily routines during the school closure period and then contributed to their more consistent daily routines after return-to-school, resulting in less psychological maladjustment and better academic outcomes. Findings highlight the importance of maternal involvement and daily routines in the context of COVID-19.     

Nonparental Adults as Social Resources in the Transition to Adulthood

This short‐term longitudinal study examined whether the social resources of important nonparental adults (VIPs) perceived by youth during their senior year of high school had a significant relation to their educational and socioemotional adjustment 1 year later. One month before their high school graduation, a multiethnic sample of youths (N=754) reported on their grades, educational expectations, and selected psychosocial characteristics (i.e., depressed mood and misconduct); the educational attainment and perceived psychosocial characteristics of an important nonparental adult in their lives; and the educational plans and perceived psychosocial characteristics of their close friends. Key measures were included in a mailed survey 1 year later. VIP characteristics (particularly their educational attainment) were associated with post‐high school adjustment, even after controlling for previous level of youth adjustment and contributions from demographic and peer characteristics.     

Parenting in Relation to School Dropout Through Student Engagement: A Longitudinal Study

Dropping out of school generally has negative consequences for both individuals and society, and the decision to do so has been described as a crucial developmental task of adolescence. This longitudinal study examined the contribution of parenting practices to students' completion of upper secondary school through their school engagement. Icelandic youth (N = 835, 54% female) were followed from age 14 to 22. Analyses using structural equation modeling revealed that adolescents (age 14) with more authoritative parents (high acceptance, supervision, and psychological autonomy granting) were more likely to have graduated at age 22 compared to adolescents with less authoritative parents. Moreover, the level of student engagement at age 15 partly mediated the relationship between authoritative parenting and educational status. These findings emphasize the importance of quality parent–child relationships to enhance adolescents' school engagement, which in turn reduces the risk of school dropout.     

Chinese Parenting Behaviors,Adolescent School Adjustment,and Problem Behavior

The present research examined the relationship between supportive and controlling dimensions of parenting behaviors and Chinese adolescent outcomes (school adjustment and problem behavior). Researchers collected self-report data from 589 adolescents in Hangzhou, China. Results showed the factor structure for the Parent Behavior Measure in the Chinese sample was different from the factor structure based on Western research. Specifically, paternal support did not emerge as a viable factor. Parental monitoring and involvement predicted positive adolescent outcomes, whereas punitiveness and permissiveness predicted negative outcomes. Surprisingly, maternal support predicted more adolescent problem behavior, especially for boys. Guilt induction, love withdrawal, and positive induction did not predict any significant adolescent outcomes when other parenting behaviors were controlled. School adjustment mediated and gender moderated the relationship between parenting and adolescent problem behavior. The importance of considering parenting behaviors, adolescent school adjustment, gender, and cultural norms when examining adolescent problem behavior was discussed.     

The Role of Task Values in Adolescents' Educational Tracks: A Person‐Oriented Approach

The present study examined what kinds of patterns of task‐values adolescents show, and whether these patterns predict their educational and occupational expectations and school track. Six hundred and fourteen adolescents were examined twice before their transition to secondary education and once thereafter. The clustering‐by‐cases analyses identified 6 groups: (1) those who placed a high value on all school subjects, (2) those who did not value any of the subjects, (3) those who valued Finnish and social sciences, (4) those who valued in particular practical and art subjects, (5) those who valued only practical and art subjects, and (6) those who especially valued mathematics and science. The patterns of task‐values also predicted adolescents' occupational and educational expectations.     

School adjustment difficulties of immigrant children in Greece 1

This paper presents the methodology and main results of a longitudinal study in Greece that explored the learning and psychosocial difficulties of immigrant pupils, as compared with those of their Greek classmates. The ‘Teacher–Child Rating Scale’ (T‐CRS) and ‘Child Rating Scale’ (CRS) were used as instruments to measure the school adjustment difficulties of the sample, according to their teachers’ ratings. A total number of 3561 scales were selected, and completed in full (by teacher and pupil) for each pupil. The sample of the study consisted of 5th and 6th grade primary school pupils (10–12 years) of Greek‐origin families who came from the former Soviet Union (n ₁=1100). The control group consisted of Greek classmates of the immigrant pupils (n ₂=713). Also, teacher attitudes towards the effectiveness of current educational policies in Greece for immigrant pupils, as well as the difficulties they face during the teaching process, were explored through semi‐structured interviews (n ₃=165). Immigrant pupils were interviewed to gain a better picture of their attitudes towards the Greek school (n ₄=260). This paper presents some of the research findings that focus on learning and psychosocial difficulties. Finally, suggestions are offered for Greek educational policies pertaining to immigrant pupils.     

School Belonging,Generational Status,and Socioeconomic Effects on Mexican‐Origin Children's Later Academic Competence and Expectations

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth‐grade students (50% boys; M_age = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a structural equation modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.     

Adolescents' Need to Talk About School and Work in Mental Health Treatment

Summary

School-aged adolescents spend much of their time in school. As a result, it is important for mental health practitioners who work with adolescents to address their clients' educational concerns and risks. Based on data “mined” from an adolescent intake questionnaire (Adquest), this study explores how adolescents view their educational life and their need to address educational risks clinically. Likewise, the world of work, also important to adolescents, is discussed. Overall, adolescents are concerned about their educational risk factors, want to be employed, and want to talk about both with clinicians in a mental health context.     

Understanding Violence in the School: Moral and Psychological Factors

Since violence was declared a health issue in the 1980s, the literature on violence has identified psychological and psychosocial factors which place youth at risk for violent behaviors. This paper reviews the psychological literature on violent youth, the impact of violence on youth predisposing them to violent behavior, including an exploration into parenting styles and the social climate of some schools in which violence is occurring. Preventative strategies involving primary, secondary and tertiary interventions to combat school violence and youth violence, in general, are considered.     

Black adolescents' racial discrimination and suicide behaviors: Testing perceived school safety as a protective moderator

The current study examined associations between Black adolescents' (M_age = 15.55, SD = 1.23) racial discrimination and suicide behaviors (i.e., suicide ideation, suicide plan, and suicide attempts), and whether perceived school safety was a protective moderator. Furthermore, we tested gender differences in relations, which were not significant. Racial discrimination predicted greater suicide behaviors, and school safety informed less suicide behaviors. School safety moderated the relation between discrimination and suicide plan, such that at low school safety, discrimination predicted having a suicide plan but was not significant at high school safety. Furthermore, school safety moderated the relation between discrimination and suicide attempts. At low school safety, discrimination predicted more suicide attempts, but was not significant at high school safety.     

Trends and transitions from secondary school: insights from a boarding school for disadvantaged New Zealand youth

Engagement in further education, employment or training following the completion of compulsory schooling is an important predictor of adult life adjustment. As a key microsystemic context, supportive school environments can facilitate positive transitions, especially for disadvantaged youth who are at higher risk of underachievement and not engaging in further education, employment or training (NEET) in emerging adulthood. The present research consists of quantitative and qualitative analyses of secondary data of three student cohorts from a New Zealand boarding secondary school for males from disadvantaged backgrounds to investigate positive transition outcomes and experiences. The quantitative study (N = 178) compared participants’ educational attainment and NEET status across cohorts and with national statistics. Results showed that participants’ achievement and transition outcomes were consistently superior to the national comparison. The qualitative study (N = 38) examined the subjective experiences of a subsample of participants who transitioned to tertiary study and apprenticeship courses. These findings highlight the importance of cultivating students’ holistic development during the secondary school years. Implications for secondary schools are discussed.     

The Impact of Parental Attachment on Adolescent Perception of the School Environment and School Connectedness

The extent to which students feel accepted, valued, respected and included in the school has recently surfaced as one of the most important predictors of adolescent mental health (particularly depressive symptoms). The school environment is an established predictor of school connectedness, but we set out to examine whether parental attachment predicts both adolescents' perception of the school environment and school connectedness. A study of 171 high school students from years 8 to 12 showed that parent attachment strongly predicted both. We also confirmed that the relationship between parent attachment and school connectedness is not a direct one but that parent attachment influences individual differences in the way adolescents perceive the school environment, which in turn influences school connectedness. This finding shows how multiple systems might be interlinked in influencing wellbeing in adolescents, and confirms the importance of intervening at the double level of both the family and the school system.     

Career Adaptability,Resilience, and Life Satisfaction Among Italian and Belgian Middle School Students

Youth need help with planning their future, developing positive life trajectories, and coping with socioeconomic conditions. Using a life design approach, we analyzed the relationship between career adaptability, resilience, and life satisfaction among Belgian (N = 158) and Italian (N = 158) middle school students. We hypothesized that career adaptability, directly and indirectly via resilience, would predict life satisfaction. Furthermore, we predicted that the conceptual model would be comparable between countries. Each participant completed self-report measures to assess career adaptability, resilience, and life satisfaction. The results obtained using a two-step approach to structural equation modeling suggest that career adaptability is directly and indirectly, through resilience, related to students' life satisfaction in both Italian and Belgian students. These results have important implications for supporting middle school students in their life design process.     

Immigrants’ Children’s Transition to Secondary School in Italy

Choosing a secondary school represents an important step in the lives of students in Italy, in that it has a strong bearing on their ultimate educational achievement and labor force trajectory. In this article, we analyze the effect of generational status and length of residence on the transition to secondary school among immigrants living in Italy. Using data from the ITAGEN2 follow‐up, we analyze scholastic results from the middle school final exam and the choice of secondary school among the adolescents in Italy. Children of immigrants are more likely to have inferior outcomes on the middle school exam and to enroll in vocational and polytechnic schools. Our multivariate results indicate that, after controlling for the family’s human capital and other key background factors, immigrant students show greater propensity to choose a vocational path. Differences between immigrants and natives in secondary school tracks are also manifested when previous scholastic results are taken into account.     

Trajectories of Prosocial Behavior and Physical Aggression in Middle Childhood: Links to Adolescent School Dropout and Physical Violence

Trajectories of prosocial behavior and physical aggression between 6 and 12 years of age were identified for a sample (N=1,025) of males. The trajectories were then used to predict school dropout and physical violence at age 17. Using a group‐based semi‐parametric method, two trajectories of prosociality (low and moderate declining) and three trajectories of physical aggression (low, moderate, and high declining) were obtained. Only a small minority (3.4%) of the boys were characterized by both high aggression and moderate prosociality. Physical aggression predicted both school dropout and physical violence, but contrary to expectations, prosocial behavior did not have additive or protective effects.     

Developmental trajectories of positivity from mid-childhood to early adolescence: Family and school environmental predictors

This study examined the heterogeneity in positivity trajectories and the predictive roles of family and school environments (i.e., perceived parental warmth and basic psychological need satisfactions at school) from mid-childhood to early adolescence. Elementary school students in China (N = 2204, 54.9% boys, M_age = 9.47 years) completed relevant measures on six occasions, every 6 months. Latent class growth modeling revealed four heterogeneous developmental trajectories of positivity: High-Increasing (50.6%), Moderate Low-Increasing (33.2%), Low-Stable (11.0%), and High-Decreasing (5.2%). Perceived parental warmth and satisfaction of relatedness and competence needs at school significantly predicted trajectory class membership. Findings underscore the value of identifying group difference in positivity development in youth and the need for specific interventions targeting their unique characteristics.     

Ethnic Discrimination Among Recent Immigrant Adolescents: Variations as a Function of Ethnicity and School Context

This study examined ethnic discrimination among immigrant adolescents (N = 2,220) from seven ethnic groups who moved to Canada within the past 2 years. Among these newcomers attending 66 high schools, associations between discrimination and school context were explored, including indices of school composition and school climate. Results showed that less discrimination was reported in schools with higher proportions of same‐ethnicity peers and recent immigrants. Diversity support at school significantly predicted discrimination, beyond the effects of school composition. Ethnicity significantly moderated associations between diversity support and discrimination, indicating that the protective function of adults and peers at school differs for recent immigrants, depending on their ethnic background.     

The Changing Institution of Marriage: Adolescents’ Expectations to Cohabit and to Marry

Cohabitation has become part of the pathway toward marriage. Prior work focuses on expectations to marry and has ignored cohabitation. Although most young adults are not replacing marriage with cohabitation, but instead cohabit and then marry, it is important to study adolescents’ joint expectations to cohabit as well as marry. Our analyses draw on recently collected data from the Toledo Adolescent Relationships Study (N = 1,293). We find that adolescents are less certain about their cohabitation than marriage expectations. Dating and sexual experience, traditional values, prosocial activities, and parents influence adolescents’ union formation expectations. The findings from this work suggest that adolescents are including cohabitation as part of their future life trajectories but rarely envision cohabitation as substituting for marriage.