Department of Psychology, University of South Carolina at Columbia, 554 Barnwell College, Columbia, SC 29208, USA.
J Youth Adolesc. 2010 Feb;39(2):199-212. doi: 10.1007/s10964-009-9404-1. Epub 2009 Apr 23.
Theories of ethnic minority development have largely suggested that African American parents engage in a combination of practices that include culturally distinctive socialization as well as behaviors that are characteristic of more universal forms of academic socialization. However, few studies have examined how these socialization dimensions interact to influence the academic adjustment of African American adolescents. The current study explored the independent and interactive roles of parental academic and culturally distinctive socialization on the academic adjustment of African American adolescents. The sample was comprised 144 African American adolescents (M = 12.4; SD = 1.14; 56% female). Findings provided partial support that cultural and academic socialization were independently associated with indicators of academic adjustment. However, the interaction between these dimensions also was associated with youths' adjustment in the academic domain.
少数民族发展理论主要表明，非裔美国父母会采取多种实践方式，包括具有文化特色的社会化以及更普遍的学术社会化行为。然而，很少有研究探讨这些社会化维度如何相互作用，从而影响非裔美国青少年的学业适应。本研究探讨了父母学术和文化社会化对非裔美国青少年学业适应的独立和交互作用。样本由 144 名非裔美国青少年组成（M=12.4；SD=1.14；56%为女性）。研究结果部分支持文化和学术社会化与学业适应指标独立相关的观点。然而，这些维度之间的相互作用也与青少年在学术领域的适应有关。
