Wake Forest University, Winston-Salem, NC, USA.
J Youth Adolesc. 2012 Mar;41(3):283-94. doi: 10.1007/s10964-011-9697-8. Epub 2011 Jul 15.
Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field's restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.
关于移民青少年学业调整的研究主要是在已建立的移民地区的大城市中进行的。为了拓宽该领域的局限性，我们使用了来自美国东南部一个非传统或新兴移民社区的 172 名（58%为女性）亚裔美国青少年的数据，以研究学业调整方面的性别差异，以及学校、家庭和文化变量是否可以作为发现的性别差异的潜在调节因素。结果表明，与男孩相比，女孩报告的教育目标、内在学术动机和学校的实用价值明显更高。这些性别差异在统计学上受到民族探索和家庭过程的调节，其中最突出的是家庭尊重。学校归属感和感知歧视也与学业调整存在关联，这表明如果可以针对多个影响领域，可能会更好地促进学业成功。
