Cheon Yuen Mi, Niu Li, Ehrhardt Alexandra, Yip Tiffany
Department of Child Development and Education Myongji University, 34 Geobukgol-ro, Seodaemun-Gu, Seoul 03674, Korea.
Department of Psychology Fordham University, 441 East Fordham Rd. Bronx, NY 10458.
Asian Am J Psychol. 2020 Jun;11(2):59-68. doi: 10.1037/aap0000168. Epub 2019 Nov 21.
The purpose of the current study was to examine the association between daily academic satisfaction and ethnic/racial identity of Asian American adolescents. Based on ecological systems theory and social comparison theory the moderating roles of objective and subjective peer diversity at school in this association were also examined. Daily diary and survey responses of 102 Asian American adolescents were included in this study (Age: =15.26, =0.71; Female=70.60%; US-born=74.50%). Using hierarchical linear modeling, no direct association between daily academic satisfaction and ethnic/racial identity was observed in the full sample. However, when objective and subjective peer diversity at school were considered a positive association was observed among the adolescents who perceived a high percentage of Asian American peers at school. The interpretation and implications for the results are discussed.
本研究的目的是检验亚裔美国青少年的日常学业满意度与种族/民族认同之间的关联。基于生态系统理论和社会比较理论，本研究还考察了学校中客观和主观同伴多样性在这种关联中的调节作用。本研究纳入了102名亚裔美国青少年的日常日记和调查回复（年龄：=15.26，=0.71；女性=70.60%；美国出生=74.50%）。使用分层线性模型，在全样本中未观察到日常学业满意度与种族/民族认同之间的直接关联。然而，当考虑学校中客观和主观同伴多样性时，在那些认为学校中亚裔美国同伴比例较高的青少年中观察到了正相关。文中讨论了研究结果的解释和意义。
