PGC STUDY OF ADOLESCENT DEVELOPMENT IN MULTIPLE CONTEXTS

多种背景下青少年发展的 PGC 研究

• 批准号: 2206911
• 负责人: JACQUELYNNE S ECCLES
• 金额: $ 54.32万
• 依托单位: UNIVERSITY OF MICHIGAN AT ANN ARBOR
• 依托单位国家: 美国
• 财政年份: 1995
• 资助国家: 美国
• 起止时间: 1995-09-27 至 2000-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/2206911
• 关键词: African American; academic achievement; adolescence (12-20); belief; caregivers; caucasian American; child behavior; child psychology; emotional adjustment; family structure /dynamics; human subject; interpersonal relations; interview; longitudinal human study; peer group; prejudice; psychological values; questionnaires; racial /ethnic difference; sibling relations; social behavior; social psychology; social support network

Adolescence is a critical period for the development of behaviors and attitudes. Understanding the factors influencing pathways through adolescence requires a careful look at the development of typical adolescents in various social contexts. The need for this information is especially marked for adolescents of color. Prince George's County Study of Adolescent Development in Multiple Contexts was designed to collect such information from an economically and ethnically diverse sample of adolescents and their families about the influences of multiple levels of social context on a wide range of developmental indicators. The study design was guided by theories of person-environment fit, stress and coping, and self-schema and identity formation, as well as by expectancy- value models of behavioral choice and transactional/ecological theories of development The project has five major goals: (1) providing a comprehensive description of various developmental trajectories through adolescence; (2) testing the utility of the Eccles et al. (1983) expectancy/value model of choice behavior and of self and identity theories for predicting individual differences in pathways through adolescence; (3) linking variations in these trajectories to experiences in four salient social contexts (family, peers, schools, neighborhood) in terms of the following contextual characteristics: (a) structure/control, (b) support for autonomy, (c) emotional support, (d) opportunities and risks, and (e) shared beliefs, values, and expectations, as well as on the developmental fit between changes in both individuals and contexts; (4) investigating the interplay between these social spheres of experience as they influence development in terms of the following cross-contextual characteristics and processes: (a) compatibility vs. discrepancy, (b) synergistic vs. compensatory influences, and (c) management of multiple contexts by parents, peers, and the adolescents themselves; and (5) extending our understanding of goals 1-4 to African-American adolescents with a focus on both general developmental processes and the specific dynamics associated with ethnic identity, prejudice, discrimination and social stratification. This longitudinal study of approx. 1400 African-American (61%) and European-American (35%) adolescents and their families began in Fall 1991 as the adolescents entered middle school. Three waves of data have been collected from the adolescents, their caregivers, older siblings, school personnel, school records, and the 1990 census databanks via in-home and telephone interviews and self-administered questionnaires. Analysis of these data is underway. We are now proposing to gather two additional waves of data from the adolescents, their in-home caregivers, and their school records--the first as the adolescents begin 11th grade (Summer/Fall 1995), and the second when most of the adolescents will have completed high school (Summer/Fall 1997). We will analyze the data from all five waves in terms of the five specific goals listed above.

青春期是行为发展的关键时期 态度。了解影响道路的因素 青春期需要仔细研究典型的发展 在各种社会环境中的青少年。对此信息的需求是 特别是有色青少年的标志。乔治王子县研究 在多种情况下，青少年发展的旨在收集 从经济和种族多样的样本中的此类信息 青少年及其家人关于多个层次的影响 在广泛的发展指标上的社会环境。研究 设计的指导是人环境拟合，压力和 应对，自我施加和身份形成，以及期望 - 行为选择和交易/生态理论的价值模型 发展 该项目有五个主要目标：（1）提供全面 通过青春期的各种发育轨迹的描述； （2）测试Eccles等人的效用。 （1983）预期/价值 选择行为的模型以及自我和身份理论的预测 通过青春期的途径中的个体差异； （3）链接 这些轨迹与四个显着社会的经验的变化 关于以下方面的上下文（家庭，同龄人，学校，社区） 上下文特征：（a）结构/控制，（b）支持 自治，（c）情感支持，（d）机遇和风险，以及（e） 共同的信念，价值观和期望以及发展 在个人和环境中的变化之间适合； （4）调查 这些社交领域的相互作用 从以下跨文字上影响发展 特征和过程：（a）兼容性与差异，（b） 协同和补偿性影响，（c）多重管理 父母，同龄人和青少年本身的背景； （5） 将我们对目标1-4的理解扩展到非裔美国青少年 专注于一般发展过程和特定 与种族认同，偏见，歧视和 社会分层。 这项大约的纵向研究。 1400名非裔美国人（61％）和 欧美（35％）的青少年及其家人于1991年秋季开始 当青少年进入中学时。三波数据浪潮已经 从青少年，他们的照顾者，年长的兄弟姐妹，学校收集 人员，学校记录和1990年的人口普查数据库通过家庭和 电话采访和自我管理问卷。分析 这些数据正在进行中。 我们现在建议从 青少年，他们的家庭护理人员和他们的学校记录 - 首先，随着青少年开始11年级（1995年夏季/秋季）， 第二，大多数青少年将完成高中 （1997年夏季/秋季）。我们将以所有五个波的数据分析 在上面列出的五个特定目标中。