Topps Allyson K, Jiang Xu
Department of Psychology, University of Memphis, 400 Innovation Dr, Memphis, TN USA.
Department of Psychological Studies in Education, Temple University, 1301 Cecil B Moore Ave., Philadelphia, PA 19122 USA.
Contemp Sch Psychol. 2023 Feb 17:1-12. doi: 10.1007/s40688-023-00454-8.
Ethnic identity is a crucial aspect of identity development during adolescence. This study aimed to examine the potential protective effect of ethnic identity in the relation between peer stress and global life satisfaction among adolescents.
Data were collected via self-report measures from 417 adolescents (ages 14 to 18, 63.0% girls; 32.6% African American, 32.1% European American, 15.0% Asian American, 10.5% Hispanic or Latinx, 6.6% Biracial or Multiracial, and 0.7% Other) at one public, urban high school.
The first model tested ethnic identity as the single moderator in the entire sample, and the moderation effect was not significant. The second model added ethnicity (African American vs. European American) as another moderator, and moderation effects were significant for both moderators. Furthermore, the negative effect of peer stress on life satisfaction was stronger for African American adolescents than European American counterparts. For both racial groups, the negative effect of peer stress on life satisfaction decreased as ethnic identity increased. The third model tested a three-way interaction across peer stress, ethnicity (African American vs. European American), and ethnic identity, which was not significant.
The results supported the buffering effect of ethnic identity in the context of peer stress for both African American and European American adolescents, and such effect appears to be more important for protecting African American adolescents' life satisfaction, though these two moderators appear to work independently, rather than interact with each other and the peer stressor. Implications and future directions are discussed.
族群认同是青少年身份认同发展的一个关键方面。本研究旨在探讨族群认同在青少年同伴压力与总体生活满意度之间关系中的潜在保护作用。
通过自我报告测量法，从一所公立城市高中的417名青少年（年龄在14至18岁之间，女生占63.0%；非裔美国人占32.6%，欧裔美国人占32.1%，亚裔美国人占15.0%，西班牙裔或拉丁裔占10.5%，混血或多种族占6.6%，其他占0.7%）中收集数据。
第一个模型将族群认同作为整个样本中的单一调节变量进行检验，调节效应不显著。第二个模型增加了种族（非裔美国人与欧裔美国人）作为另一个调节变量，两个调节变量的调节效应均显著。此外，同伴压力对生活满意度的负面影响在非裔美国青少年中比欧裔美国青少年更强。对于两个种族群体来说，同伴压力对生活满意度的负面影响随着族群认同的增加而降低。第三个模型检验了同伴压力、种族（非裔美国人与欧裔美国人）和族群认同之间的三向交互作用，该作用不显著。
结果支持了族群认同在同伴压力背景下对非裔美国青少年和欧裔美国青少年的缓冲作用，这种作用对于保护非裔美国青少年的生活满意度似乎更为重要，尽管这两个调节变量似乎是独立起作用，而非相互作用以及与同伴压力源相互作用。讨论了研究的意义和未来方向。
