Mastrotheodoros Stefanos, Hillekens Jessie, Miklikowska Marta, Palladino Benedetta Emanuela, Lionetti Francesca
Department of Youth and Family, Utrecht University, Utrecht, the Netherlands.
Department of Psychology, University of Crete, Crete, Greece.
J Youth Adolesc. 2024 Jun;53(6):1323-1340. doi: 10.1007/s10964-024-01972-1. Epub 2024 Mar 29.
Ethnic minority youth show worse school adjustment than their ethnic majority peers. Yet, it remains unclear whether this gap can be explained by differences in family functioning and consequent identity commitments. This study examined (1) whether family functioning relates to identity commitments over time and (2) whether identity commitments impact later school value (3) among minority and majority adolescents. Minority (N = 205, M = 16.25 years, 31.1% girls) and majority adolescents (N = 480, M = 15.73 years, 47.9% girls) participated in this preregistered three-wave longitudinal study (T1: March-April 2012; T2: October 2012; T3: March-April 2013). Dynamic Panel Models revealed that most within-person cross-lagged associations were not significant in the total sample. Yet, multigroup analyses revealed differences between groups: Stronger identity commitments related to lower school value among minority adolescents, but were unrelated to school value among majority adolescents over time. Additionally, higher school value increased identity commitments among minority youth, yet it decreased identity commitments among majority youth over time. The findings highlight the differential interplay between identity commitments and school adjustment for minority and majority adolescents, with important implications for their future life chances.
少数族裔青年的学校适应情况比同年龄段的多数族裔同龄人更差。然而，目前尚不清楚这种差距是否可以用家庭功能的差异以及随之而来的身份认同来解释。本研究调查了：（1）随着时间推移，家庭功能是否与身份认同相关；（2）身份认同是否会影响后来的学校价值观；（3）少数族裔和多数族裔青少年的情况。少数族裔青少年（N = 205，平均年龄16.25岁，女孩占31.1%）和多数族裔青少年（N = 480，平均年龄15.73岁，女孩占47.9%）参与了这项预先注册的三波纵向研究（T1：2012年3月至4月；T2：2012年10月；T3：2013年3月至4月）。动态面板模型显示，在总样本中，大多数个体内部的交叉滞后关联并不显著。然而，多组分析揭示了群体之间的差异：随着时间推移，更强的身份认同与少数族裔青少年较低的学校价值观相关，但与多数族裔青少年的学校价值观无关。此外，较高的学校价值观增加了少数族裔青年的身份认同，但随着时间推移却降低了多数族裔青年的身份认同。研究结果突出了少数族裔和多数族裔青少年在身份认同与学校适应之间的差异相互作用，这对他们未来的生活机遇具有重要意义。
