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Gepubliceerd in: Journal of Youth and Adolescence 7/2016

09-05-2016 | Empirical Research

Conceptions of Adolescence: Implications for Differences in Engagement in School Over Early Adolescence in the United States and China

Auteurs: Yang Qu, Eva M. Pomerantz, Meifang Wang, Cecilia Cheung, Andrei Cimpian

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 7/2016

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Abstract

American youth are more prone to storm and stress during adolescence than are Chinese youth (e.g., American youth’s engagement in school declines more). However, it is unclear why. This research examined differences in conceptions of adolescence in the United States and China. Using both open- and closed-ended measures, youth (N = 397; 50 % female; mean age = 13.19 years) reported on their views of teens. American (vs. Chinese) youth were more likely to see adolescence as a time of decreased family responsibility along with increased individuation from parents, school disengagement, and peer orientation. Conceptions of adolescence as a time of dampened family responsibility and heightened school disengagement contributed to American (vs. Chinese) youth being less engaged in school over the seventh and eighth grades. The findings suggest that culture shapes ideas about adolescence, which contribute to differences in American and Chinese youth’s engagement in school over this phase.
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Metagegevens
Titel
Conceptions of Adolescence: Implications for Differences in Engagement in School Over Early Adolescence in the United States and China
Auteurs
Yang Qu
Eva M. Pomerantz
Meifang Wang
Cecilia Cheung
Andrei Cimpian
Publicatiedatum
09-05-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 7/2016
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-016-0492-4

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