Department of Psychology, University of California, Los Angeles, CA, 90095-1563, USA.
J Youth Adolesc. 2009 Apr;38(4):560-71. doi: 10.1007/s10964-008-9391-7. Epub 2009 Jan 10.
A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these two groups was not explained by family background factors or changes in study time or school problems. These results suggest that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese backgrounds.
采用纵向日常日记法，考察了家庭援助对 563 名青少年（53%为女性）的学业成绩的影响，他们来自墨西哥（n=217）、中国（n=206）和欧洲（n=140）背景，研究时间涵盖高中阶段（9 年级时平均年龄为 14.9 岁，12 年级时为 17.8 岁）。尽管个体青少年的家庭援助时间变化与他们的平均绩点（GPA）的同步变化无关，但帮助家庭的天数比例增加与墨西哥和中国背景学生的 GPA 下降有关。在这两个群体中，花更多的时间帮助家庭对学业成绩产生负面影响，这一现象不能用家庭背景因素或学习时间或学校问题的变化来解释。这些结果表明，对于来自墨西哥和中国背景的青少年来说，家庭援助的长期性而非数量可能会造成困难。
