Department of Human Development and Family Studies, University of Illinois at Urbana-Champaign.
School of Education, University of California, Irvine.
Dev Psychol. 2018 Mar;54(3):559-570. doi: 10.1037/dev0000454. Epub 2017 Oct 30.
We investigated adolescent responsibility across 2 developmental contexts, home and an afterschool program. Longitudinal data were collected from 355 ethnically diverse 11-20-year-old adolescents (M = 15.49; 55.9% female) in 14 project-based programs. Youth rated their responsibility in the program and at home at 4 time points; parents and leaders rated youth at Time 1. The first research objective was to evaluate 3 aspects of construct validity concerning scores of responsibility assessed through a new measure. Analyses provided evidence that program- and home-responsibility scores were distinct (i.e., evidence of the structural aspect of validity); that responsibility scores were invariant across age, gender, and ethnicity (i.e., generalizability evidence); and of external validity based on parent reports (i.e., convergent evidence). The second objective was to examine cross-context transfer of responsibility. A series of cross-lagged structural equation models (SEMs) revealed that higher responsibility in each context (home, program) predicted higher responsibility in the other context, even after controlling for the stability and within-time associations. At the last time interval, the program-to-home path was significantly stronger than the corresponding home-to-program path. The third objective was to assess whether these relations were moderated by adolescent ethnicity, gender, age, or years in the program. Multigroup SEMs revealed that pathways of influence did not differ across groups. Taken as a whole, results indicate that experiences in the 2 contexts of home and program lead to interindividual differences in the development of youth self-reported responsibility, but that affordances for responsibility development across contexts change over time. (PsycINFO Database Record
我们研究了青少年在家庭和课外项目这两个发展背景下的责任感。从 14 个基于项目的项目中，收集了 355 名来自不同种族的 11-20 岁青少年（平均年龄 15.49 岁，55.9%为女性）的纵向数据。青少年在 4 个时间点上对自己在项目中和家庭中的责任感进行评分；家长和领导在第 1 时间点对青少年进行评分。第一个研究目标是评估通过新的测量方法评估责任感得分的 3 个方面的构念效度。分析结果提供了证据，表明项目和家庭责任感得分是不同的（即效度的结构性方面）；责任感得分在年龄、性别和种族上是不变的（即可推广性证据）；以及基于家长报告的外部有效性（即收敛性证据）。第二个目标是检验责任感的跨情境转移。一系列交叉滞后结构方程模型（SEM）显示，每个情境（家庭、项目）中的较高责任感预测了另一个情境中的较高责任感，即使在控制了稳定性和同期关联之后也是如此。在最后一个时间间隔，项目到家庭的路径明显强于相应的家庭到项目的路径。第三个目标是评估这些关系是否受到青少年种族、性别、年龄或在项目中的年限的调节。多组 SEM 显示，影响途径在不同群体中没有差异。总体而言，结果表明，家庭和项目这两个背景下的经历导致了青少年自我报告责任感的个体差异，但跨情境责任感发展的机会随着时间的推移而变化。
