Do Kathy T, Telzer Eva H
Department of Psychology and Neuroscience, University of North Carolina Chapel Hill.
Dev Psychol. 2024 Aug;60(8):1500-1510. doi: 10.1037/dev0001715. Epub 2024 Mar 14.
This preregistered, longitudinal study examined how much adolescents value and integrate their parents' and peers' attitudes into their own attitudes from early to middle adolescence. Across three waves, participants ( = 172, 91 female, 11-16 years across three waves; 439 data points) decided whether to pay money to learn their parents' or peers' attitudes about externalizing behaviors. Multivariate growth models revealed that adolescents were consistently willing to pay money over time to learn their parents' and peers' attitudes. The value of learning peers'-but not parents'-attitudes predicted changes in personal attitudes during adolescence, and this did not change across age. Moreover, the effect of others' attitude value on social influence weakened from early to middle adolescence, such that early adolescents who highly valued learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effect went away in middle adolescence. Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents.learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effectwent away inmiddle adolescence.Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents (PsycInfo Database Record (c) 2024 APA, all rights reserved).
这项预先注册的纵向研究考察了青少年从青春期早期到中期在多大程度上重视父母和同伴的态度，并将其融入自己的态度中。在三个时间点上，参与者（共172人，女性91人，三个时间点的年龄跨度为11至16岁；439个数据点）决定是否愿意花钱了解父母或同伴对外显行为的态度。多变量增长模型显示，随着时间的推移，青少年一直愿意花钱了解父母和同伴的态度。了解同伴（而非父母）态度的价值预测了青春期个人态度的变化，且这种情况在不同年龄阶段并无变化。此外，从青春期早期到中期，他人态度价值对社会影响的作用减弱，即那些高度重视了解他人态度（即支付更多费用）的青少年早期，无论信息来源如何，往往会将自己的态度更多地转向支持积极影响的态度。相比之下，那些不太重视了解他人态度的青少年早期对积极社会影响的敏感度较低。重要的是，这种影响在青春期中期消失了。尽管青少年有很强的动机去了解父母和同伴对外显行为的态度，但这些态度在多大程度上影响他们的个人态度取决于信息输入的来源和青少年所处的年龄阶段。那些高度重视了解他人态度（即支付更多费用）的青少年早期，无论信息来源如何，往往会将自己的态度更多地转向支持积极影响的态度。相比之下，那些不太重视了解他人态度的青少年早期对积极社会影响的敏感度较低。重要的是，这种影响在青春期中期消失了。尽管青少年有很强的动机去了解父母和同伴对外显行为的态度，但这些态度在多大程度上影响他们的个人态度取决于信息输入的来源和青少年所处的年龄阶段（《心理学文摘数据库记录》（c）2024美国心理学会，保留所有权利） 。
