Parental Support in Adolescents' Career Development: Parents' and Children's Perceptions

Using social cognitive career theory (Lent, Brown, & Hackett, 2000 ), this study examined the role of parents' and children's perceptions of parental support in adolescents' career choices. A total of 94 Italian adolescents (30 boys, 64 girls) and both of their parents (N = 188) participated in the study. The authors tested a fully mediated model between mothers' and fathers' perceptions of support and career choice through the indirect effect of adolescents' perceptions of parental support and career self‐efficacy. Results provided support for the model. Specifically, both mothers' and fathers' perceptions of support predicted their adolescents' career choice through the mediating effect of the youths' perceptions of parental support and career self‐efficacy. These results have important implications for practice and underscore that parents need to be involved very early on in their children's vocational development.     

Parental Provision of Academic Structure and the Transition to Middle School

This study examined parents' provision of academic structure, and whether they implement it in an autonomy supportive or controlling manner, in relation to children's competence‐related beliefs, motivation, and academic behavior over the transition to middle school. Interviews with 160 sixth‐grade children were coded on parental structure and autonomy support. Children reported on their competence‐related beliefs, motivation, and engagement in sixth and seventh grades. Regression analyses showed that higher structure predicted seventh‐grade perceived competence, intrinsic motivation, engagement, and English grades, controlling for these same outcomes at sixth grade. Autonomy support predicted perceived competence, autonomous motivation, and English grades, controlling for prior outcomes. Structural equation models indicated that relations between structure and engagement and between autonomy support and grades were mediated by perceived competence.     

The Development of Students' Mathematics Self‐Concept in Relation to Gender: Different Countries,Different Trajectories?

Gender differences in the development of children's and adolescents' academic self‐perceptions have received increasing attention in recent years. This study extends previous research by examining the development of mathematics self‐concept across grades 7–12 in three cultural settings: Australia (Sydney; N=1,333), the United States (Michigan; N=2,443), and Germany (four federal states; N=4,688). Results of latent growth curve models document very similar patterns of self‐concept development in males and females in the three settings. First, gender differences in favor of boys were observed at the beginning of the observation period (grade 7). Second, gender was not significantly related to self‐concept change in either group, meaning that initial differences persisted across time. Third, the results provided no evidence that the form of the longitudinal change trajectories for mathematics self‐concept differed across the cultural settings. This pattern of results is inconsistent with explanatory models that predict converging or diverging gender differences in mathematics self‐concept. Furthermore, the results indicate that self‐concept development may be highly similar across western cultural settings.     

Self‐Perceived Competence in Mainland China: A Multiwave Longitudinal Examination of Internalizing Symptoms in Chinese Adolescents

The present 9‐wave, 2‐year study examined whether Cole's (1991) theory of self‐perceived competence could help explain vulnerability to depressive and anxiety symptoms in a sample of adolescents from mainland China. Participants included 624 adolescents (319 females and 305 males) from an urban school in Changsha (n = 308) and from a rural school in Liuyang (n = 316). Findings showed that self‐perceived academic competence was negatively associated with prospective depressive and anxiety symptoms. Meanwhile, adolescents with low levels of self‐perceived social competence were at heightened risk for depressive symptoms during times of increased stressors (supporting a vulnerability‐stress model). These findings advance past research by highlighting new developmental pathways for depressive and anxiety symptoms in Chinese adolescents.     

Associations of Mothers' Friendship Quality with Adolescents' Friendship Quality and Emotional Adjustment

Little research has examined the association of parents' friendships with adolescent's well‐being, perhaps because the association was considered too distal. However, developmental theories suggest that contexts in which parents, but not their children, are situated may be related to child development (Bronfenbrenner, 1979 , 1986 ). The current work examined associations between the quality of mothers' own friendships and their adolescent children's friendship quality and emotional adjustment. Fifth‐, eighth‐, and eleventh‐graders (N = 172) whose mothers' friendships were characterized by conflict and antagonism reported having friendships that were high in negative friendship qualities as well as elevated internalizing symptoms. These associations held after controlling for mother–child relationship quality, suggesting that mothers' friendships may have a unique association with adolescents' adjustment.     

Adolescents' Characteristics and Parents' Beliefs as Predictors of Parentsapos; Peer Management Behaviors

This study examined parents' reported use of peer management behaviors (i.e., communicating preferences, communicating disapproval, supporting friendships, and information seeking) and linked these behaviors to (a) adolescentsapos; self‐reported psychosocial adjustment and friendships and (b) parents' beliefs about adolescents' peer relationships (i.e., perceived efficacy in managing adolescents' friendships and concerns about adolescents' friendships). The participants were 269 parents (161 mothers, 108 fathers) and their predominantly White adolescents in Grades 6 and 9 (N=177). Results suggest that parents may be more apt to use some behaviors (e.g., communicating disapproval and information seeking) when there are indications that their adolescents are engaged in problem behaviors and have friends who are deviant. In addition, parents' concerns about their adolescents' friends mediate the relationship between adolescent problem behaviors and parents' communications of disapproval. Parents' peer management is promising as a route to understand further the nature of parent–peer linkages.     

Child,Mother, Father,and Teacher Beliefs About Child Academic Competence: Predicting Math and Reading Performance in European American Adolescents

Beliefs about child competence in math and reading have important implications for academic performance in adolescence. However, it is unclear whether children's own beliefs are the most important predictor of their academic performance or whether parents’ and teachers’ beliefs about child competence influence child academic performance. We assessed mothers’, fathers’, teachers’, and children's beliefs about European American children's (N = 189) competence in math and reading at age 10 and children's math and language performance at ages 10, 13, and 18 years. Confirmatory factor models demonstrated that children's and teachers’ beliefs had lower loadings on a latent variable of child competence in math and reading than mothers’ beliefs. Children's self‐competence beliefs in math and reading were not significantly correlated, suggesting children may use dimensional comparisons when assessing their own competence. Mothers’, fathers’, and teachers’ assessments of child competence in math were strongly correlated with their assessments of child competence in reading. Controlling for stability in academic performance, family socioeconomic status, and other reporters, mothers and fathers who rated their children's math competence higher had adolescents who performed better in math, and fathers who rated their children's reading competence higher had adolescents who performed better in language tasks. However, children who rated their own competence higher in math and reading had lower math and language (for girls only) performance in adolescence. European American children may use dimensional comparisons that render them poorer judges of their math and reading competence than parents.     

Adolescent Athletic Participation Patterns and Self‐Perceived Competence: Associations With Later Participation,Depressive Symptoms,and Health

Physical activity is important for well‐being across the life span. However, links between patterns of adolescent activity, competence perceptions, and young adult outcomes are underexplored. We used data from seven waves of the 4‐H Study of Positive Youth Development (N = 5,961) to assess patterns of adolescent athletic participation, whether these patterns were associated with self‐perceived athletic competence and young adult physical activity, depressive symptoms, and health, and associations between changes in participation across adolescence and young adult outcomes. Competence perceptions were associated with increased participation, and more active adolescents had higher rates of adult athletic activity, with links to better health and fewer depressive symptoms. We discuss results in light of the importance of using person‐centered analyses to understand active lifestyles.     

Public Ethnic Regard and Academic Adjustment Among Latino Adolescents

This study examined whether Latino adolescents' perceptions of personal support vis‐à‐vis those of ethnic regard by adults at school differentially relate to academic outcomes. Data were drawn from a sample of 156 Latino students (age M=16.17, SD=1.27; 61% girls, 39% boys) attending an urban high school. As expected, youth who perceived more positive public ethnic regard (i.e., by adults at school) were more engaged and higher achieving than their counterparts with more negative public regard. Importantly, after accounting for personal support from adults in school, public ethnic regard contributed uniquely to the variance explained by models predicting academic engagement and performance. These results suggest that public ethnic regard comprises a meaningful dimension of Latino adolescents' relationships with adults in school.     

Neighborhood Qualification of the Association Between Parenting and Problem Behavior Trajectories Among Mexican‐Origin Father–Adolescent Dyads

To address the combined importance of fathers and neighborhoods for adolescent adjustment, we examined whether associations between fathers' parenting and adolescents' problem behaviors were qualified by neighborhood adversity. We captured both mainstream (e.g., authoritative) and alternative (e.g., no‐nonsense, reduced involvement) parenting styles and examined parenting and neighborhood effects on changes over time in problem behaviors among a sample of Mexican‐origin father–adolescent dyads (N = 462). Compared to their counterparts in low‐adversity neighborhoods, adolescents in high‐adversity neighborhoods experienced greater initial benefits from authoritative fathering, greater long‐term benefits from no‐nonsense fathering, and fewer costs associated with reduced involvement fathering. The combined influences of alternative paternal parenting styles and neighborhood adversity may set ethnic and racial minority adolescents on different developmental pathways to competence.     

Dyadic Interaction: Greater than the Sum of its Parts?

The study of dyadic interaction plays a major role in infancy research. To advance conceptually informed measurement of dyadic interaction and integration across studies, we examined factor structure of individual parents' and infants' measures and dyadic measures from face‐to‐face interactions in two samples of 6‐month‐old infants and their parents: mothers from a demographically heterogeneous sample (N = 164), and mothers and fathers (N = 156) from a Caucasian middle‐class sample. Results suggested that a) individual and dyadic measures, and parents' and infants' behaviors contribute independent information, b) measures of both valence and process are needed, c) there are context‐general and context‐specific qualities, and d) structure of dyadic interaction is more similar among mother–infant dyads from independent samples than between mother–infant and father–infant dyads within the same sample. Future research should use multiple measures incorporating valence, temporal processes, contextual influences, and behaviors of individual partners along with dyadic measures to adequately assess the quality of dyadic interaction.     

Effect of Trajectories of Friends' and Parents' School Involvement on Adolescents' Engagement and Achievement

In a sample of 527 academically at‐risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.     

Self‐Competence and Depressive Symptoms in Middle–Late Adolescence: Disentangling the Direction of Effect

This study examined the temporal relation between self‐competence (academic, social, athletic, physical appearance, and close friend) and depressive symptoms in a large, diverse community sample of 636 adolescents. Surveys were administered to all 10th‐ and 11th‐grade students at participating high schools at baseline (mean age = 16.10, SD = .71) and 1 year later. Girls reported higher levels of self‐competence in close friendships and more depressive symptoms, whereas boys reported higher levels of self‐competence in athletics and physical appearance. However, there were no gender differences in the associations between self‐competence and depressive symptoms. Results from autoregressive, cross‐lagged path analyses indicated that depressive symptoms predicted self‐competence more consistently than self‐competence predicted depressive symptoms during middle–late adolescence. Implications for prevention are discussed.     

Peers Increase Late Adolescents' Exploratory Behavior and Sensitivity to Positive and Negative Feedback

Adolescents take more risks with peers than when alone. It is not clear how peer presence affects adolescents' risky decision making, however. We used the Iowa Gambling Task (IGT)—a game used to assess decision making involving risk and reward—to examine how peers affect late adolescents' exploration of relevant environmental cues, ability to learn from the outcomes (positive and negative) of that exploration, and ability to integrate feedback to adjust behavior toward optimal long‐term outcomes. One hundred and one 18‐ to 22‐year old males (M = 19.8 years) were randomly assigned to play the IGT either alone or observed by peers. Late adolescents tested with observers engaged in more exploratory behavior, learned faster from both positive and negative outcomes, and evinced better task performance than those tested alone.     

Intergenerational Experiences of Discrimination in Chinese American Families: Influences of Socialization and Stress

In this longitudinal study, we investigated the mechanisms by which Chinese American parents' experiences of discrimination influenced their adolescents' ethnicity‐related stressors (i.e., cultural misfit, discrimination, attitudes toward education). We focused on whether parents' ethnic‐racial socialization practices and perpetual foreigner stress moderated or mediated this relationship. Participants were 444 Chinese American families. Results indicated no evidence of moderation, but we observed support for mediation. Parental experiences of discrimination were associated with more ethnic‐racial socialization practices and greater parental perpetual foreigner stress. More ethnic‐racial socialization was related to greater cultural misfit in adolescents, whereas more perpetual foreigner stress was related to adolescents' poorer attitudes toward education and more reported discrimination. Relationships between mediators and outcomes were stronger for fathers than for mothers.     

Beliefs About Parents' Right to Know: Domain Differences and Associations With Change in Concealment

Parent and adolescent (M = 15.7 years) beliefs regarding parents' right to know (RTK) about adolescents' activities were examined in 174 middle‐class U.S. families. Mean differences and associations with latent changes in teens' concealment were assessed. RTK was greatest about risky prudential activities, least for personal activities for parents and romantic activities for teens, and higher for mothers' ratings of girls' than boys' romantic behavior. Adolescents' stronger RTK beliefs predicted lower concealment 6 months later and less increase in concealment over time, although less so for romantic issues. In contrast, mothers' stronger RTK beliefs predicted more concealment over time. For personal issues, greater teen RTK beliefs slowed increases in concealment only when parents' RTK beliefs were low.     

Sexually Explicit Websites and Sexual Initiation: Reciprocal Relationships and the Moderating Role of Pubertal Status

A two‐wave panel study was conducted among adolescents (Mean age = 14.78; N = 639) to examine the relationship between using sexually explicit websites and sexual initiation with particular attention to adolescents' pubertal status. Structural equation modeling and logistic regression analysis indicated that frequent users of sexually explicit websites were five times more likely to initiate sexual intercourse than nonusers. Pubertal status moderated this relationship: an increased likelihood to initiate sex was found among adolescents in an early pubertal stage who frequently viewed sexually explicit websites. However, a lower likelihood to initiate sex was found among adolescents in an advanced pubertal stage. The possibility of a reciprocal relationship was also examined but was not supported.     

Self Processes in Adolescent Depression: The Role of Self‐Worth Contingencies

Although biased self‐evaluation is a component of several disorders, most measures focus on the content of self‐concepts or level of self‐worth rather than the process by which self‐worth is maintained. This longitudinal study examines the distinctive role of self‐worth contingencies—the extent to which adolescents link self‐worth to external feedback and success in four domains (social, academic, activities, and appearance) in the development of depressive symptoms among a sample of 110 adolescents (age mean=13.62, SD=.52; 58.2% girls). Contingencies predicted change in depressive symptoms over time, but depressive symptoms did not predict change in contingencies over time. This pattern did not hold for the association between self‐worth and depression. Findings provide support for contingencies as a predictor, rather than a symptom, of depressive symptoms among adolescents. Evaluation of contingencies as a diathesis revealed an interaction effect for the social, but not academic domain. The findings have implications self‐worth contingencies as an important cognitive vulnerability to depressive symptoms during adolescence.     

Friendship Groups,Personal Motivation,and Gender in Relation to High School Students' STEM Career Interest

Friendship group characteristics, motivation, and gender were investigated in relation to adolescents' science, technology, engineering, and math (STEM) career interest. The sample was comprised of 468 high school students (M = 16 years, range = 13–18) from diverse ethnic backgrounds. Participants rated their friendship group's support of STEM as well as their personal motivation in science. They separately rated the friendship group's support of English and personal motivation in English. Other predictors included friendship group characteristics (importance, gender composition) and background variables such as gender. Group support of STEM (but not English) and science motivation (but not English motivation) predicted STEM career interest. Group characteristics and participant gender moderated the effects. Findings suggest social identities and self‐concepts may shape youths' STEM career choices.