Top

Gepubliceerd in:

01-03-2015 | Original Paper

A Model of Positive Family and Peer Relationships on Adolescent Functioning

Auteurs: Lela Rankin Williams, Elizabeth K. Anthony

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 3/2015

Abstract

This study proposes a cross-sectional model of positive family and peer relationships on school misbehavior and health and well-being in adolescence. Students (n = 20,749, 50.6 % girls, 43.9 % black, 67 % middle school, 56 % free/reduced price lunches) completed the school success profile in the classroom. A structural equation model was estimated using Mplus. After controlling for non-independence of observations due to clustering (n = 318 schools) and individual-level variables (age, socio-economic status, gender), family togetherness (β = .52, p < .001), parent behavioral expectations (β = .07, p < .05), and friend support (β = .12, p < .001) were associated with greater health and well-being; parent behavioral expectations (β = −.25, p < .001) and friend support (β = −.11, p < .001) were associated with less school misbehavior. Family relationships were mediated through adolescents’ susceptibility to peer pressure (health and well-being, β = −.34, p < .001; school misbehavior, β = .16, p < .001). That families and friends play critical roles in different adolescent outcomes and work through an individual vulnerability suggests a number of practice implications that are discussed.

vorige artikel Associations Among Parental Stress, Child Competence, and School-Readiness: Findings from the PACE Study

volgende artikel Link Between Monitoring Behavior and Adolescent Adjustment: An Analysis of Direct and Indirect Effects

Allen, J. P., & Antonishak, J. (2008). Adolescent peer influences: Beyond the dark side. In M. J. Prinstein & K. A. Dodge (Eds.), Understanding peer influence in children and adolescence (pp. 141–160). New York: Guilford.

Allen, J. P., Porter, M. F., & McFarland, F. C. (2006). Leaders and followers in adolescent close friendships: Susceptibility to peer influence as a predictor of risky behavior, friendship instability, and depression. Development and Psychopathology, 18, 155–172.CrossRefPubMedCentralPubMed

Anthony, E. K., & Stone, S. I. (2010). Individual and contextual correlated of adolescent health and well-being. Families in Society, 91, 225–233.CrossRef

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.CrossRefPubMed

Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.CrossRef

Bowen, G. L. (2006). School success profile data description: 2001–2005. Chapel Hill, NC: School of Social Work, University of North Carolina.

Bowen, G. L., & Richman, J. M. (2001). School success profile. Chapel Hill, NC: Jordan Institute for Families, School of Social Work, University of North Carolina.

Bowen, G. L., Woolley, M. E., Richman, J. M., & Bowen, N. K. (2001). Brief intervention in schools: The school success profile. Brief Treatment and Crisis Intervention, 1, 43–54.CrossRef

Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. In B. B. Bradford & J. Larson (Eds.), Handbook of adolescent psychology, vol 2: Contextual influences on adolescent development (3rd ed., pp. 74–103). Hoboken, NJ: Wiley.

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). CA: Sage.

Coatsworth, J. D., Pantin, H., McBride, C., Briones, E., Kurtines, W., & Szapocznik, J. (2002). Ecodevelopmental correlates of behavior problems in young Hispanic females. Applied Developmental Science, 6, 126–143.CrossRef

Cowen, E. L. (2000). Psychological wellness: Some hopes for the future. In D. Cicchetti, J. Rappaport, I. Sandler, & R. P. Weissberg (Eds.), The promotion of wellness in children and adolescents (pp. 477–503). Washington, DC: CWLA Press.

Crockett, L. J., Raffaelli, M., & Shen, Y. (2006). Linking self-regulation and risk proneness to risky sexual behavior: Pathways through peer pressure and early substance use. Journal of Research on Adolescence, 16, 503–525.CrossRef

Daddis, C. (2011). Desire for increased autonomy and adolescents’ perceptions of peer autonomy: “Everyone else can; why can’t I?”. Child Development, 82, 1310–1326.CrossRefPubMed

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575.CrossRefPubMed

Gray, M. R., & Steinberg, L. (1999). Unpacking authoritative parenting: Reassessing a multidimensional construct. Journal of Marriage and the Family, 61, 574–587.CrossRef

Jenson, J. M., & Fraser, M. W. (2011). Social policy for children and families: A risk and resilience perspective (2nd ed.). Thousand Oaks, CA: Sage.

Kerig, P. K., Schulz, M. S., & Hauser, S. T. (2012). Adolescence and beyond: Family processes and development. New York, NY: Oxford University Press.CrossRef

Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford.

LeCroy, C. W., & Williams, L. R. (2013). Interventions with adolescents. In M. J. Holosko, C. N. Dulmus, & K. M. Sowers (Eds.), Social work practice with individuals and families: Evidence-informed assessments and interventions (pp. 97–124). Hoboken, NJ: Wiley.

Li, Y., Lynch, A. D., Kalvin, C., Liu, J., & Lerner, R. M. (2011). Peer relationships as a context for the development of school engagement during early adolescence. International Journal of Behavioral Development, 35, 329–342.CrossRef

Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173.CrossRef

Moffitt, T. E. (2007). A review of research on the taxonomy of life-course-persistent versus adolescence-limited antisocial behavior. In T. E. Moffitt (Ed.), The Cambridge handbook of violent behavior and aggression (pp. 69–74). New York, NY: Cambridge University Press.

Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.

Poulin, F., Dishion, T. J., & Hass, E. (1999). The peer influence paradox: Friendship quality and deviancy training within male adolescent friendships. Merrill-Palmer Quarterly, 45, 42–61.

Powers, J. D., Bowen, G. L., & Rose, R. (2005). Using social environment assets to identify intervention strategies for promoting school success. Children and Schools, 27, 177–187.CrossRef

Prinstein, M. J., Brechwald, W. A., & Cohen, G. L. (2011). Susceptibility to peer influence: Using a performance-based measure to identify adolescent males at heightened risk for deviant peer socialization. Developmental Psychology, 47, 1167–1172.CrossRefPubMedCentralPubMed

Prinstein, M. J., & Dodge, K. A. (2008). Understanding peer influence in children and adolescents. New York, NY: Guilford.

Santor, D. A., Messervey, D., & Kusumakarn, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls: Predicting school performance, sexual attitudes, and substance abuse. Journal of Youth and Adolescence, 29, 163–182.CrossRef

Shroff, H., & Thompson, J. K. (2006). Peer influences, body-image dissatisfaction, eating dysfunction and self-esteem in adolescent girls. Journal of Health Psychology, 11, 533–551.CrossRefPubMed

Simons, L. G., & Conger, R. D. (2007). Linking mother-father differences in parenting to a typology of family parenting styles and adolescent outcomes. Journal of Family Issues, 28, 212–241.CrossRef

Steinberg, L. (2001). We know some things: Adolescent-parent relationships in retrospect and prospect. Journal of Research on Adolescence, 11, 1–20.CrossRef

Ungar, M. T. (2000). The myth of peer pressure. Adolescence, 35, 167–180.PubMed

Véronneau, M., & Dishion, T. J. (2011). Middle school friendships and academic achievement in early adolescence: A longitudinal analysis. Journal of Early Adolescence, 31, 99–124.CrossRefPubMedCentralPubMed

Vorath, H. H., & Brendtro, L. K. (2008). Positive peer culture (3rd ed.). New Jersey: Aldine Transaction.

Williams, L. R., & Steinberg, L. (2011). Reciprocal relations between parenting and adjustment in a sample of juvenile offenders. Child Development, 82, 633–645.CrossRefPubMed

Woolley, M. E., & Grogan-Kaylor, A. (2006). Protective family factors in the context of neighborhood: Promoting positive school outcomes. Family Relations, 55, 95–106.CrossRef

Woolley, M. E., Kol, K., & Bowen, G. L. (2009). The social context of school success for Latino middle school students: Direct and indirect influences of teachers, family, and friends. Journal of Early Adolescence, 29, 43–70.CrossRef

Yu, C. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. Unpublished Doctor of Philosophy in Education, University of California, Los Angeles.

Titel: A Model of Positive Family and Peer Relationships on Adolescent Functioning
Auteurs: Lela Rankin Williams
Elizabeth K. Anthony
Publicatiedatum: 01-03-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 3/2015
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-013-9876-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 3/2015

The Associations of Executive Function and Temperament in a Model of Risk for Childhood Anxiety

Predictors of Reduction in Symptoms of Depression for Children and Adolescents in Foster Care

Maternal Mental Health and Children’s Internalizing and Externalizing Behaviors: Beyond Maternal Substance Use Disorders

Parents’ Perceptions of Risk and the Influence on Children’s Everyday Activities

Rejection Sensitivity and Adjustment during Adolescence: Do Friendship Self-Silencing and Parent Support Matter?

Positive Parenting During Adolescence and Career Success in Young Adulthood