DePaul University, Chicago, IL, USA.
Am J Community Psychol. 2019 Mar;63(1-2):99-109. doi: 10.1002/ajcp.12319. Epub 2019 Feb 28.
We examined the roles of relational and instrumental relationship quality with natural mentors and academic intrinsic motivation on Latinx adolescents' perceived economic values of education. Participants were 256 Latinx youth (M = 15.07 years old; 116 boys, 140 girls) who completed surveys in 9th and 10th grades. Path analyses indicated significant cross-sectional effects in 9th grade such that instrumental quality was associated with more perceived benefits of education, and relational quality was associated with fewer perceived limitations of education. Neither instrumental nor relational quality in 9th grade was associated with either benefits or limitations of education in 10th grade. Instrumental relationship quality in 9th grade, however, did have an indirect effect on perceived benefits of education in 10th grade through intrinsic motivation. Implications for research on natural mentoring with Latinx adolescents are discussed.
我们考察了自然导师的关系质量和工具性关系质量，以及学术内在动机对拉丁裔青少年教育经济价值认知的影响。参与者为 256 名拉丁裔青少年（M=15.07 岁；116 名男生，140 名女生），他们在 9 年级和 10 年级完成了调查。路径分析显示，9 年级存在显著的横向影响，即工具性质量与更多的教育收益认知有关，关系质量与更少的教育限制认知有关。9 年级的工具性或关系性质量都与 10 年级的教育收益或限制无关。然而，9 年级的工具性关系质量通过内在动机对 10 年级的教育收益认知有间接影响。讨论了与拉丁裔青少年自然辅导相关的研究意义。
