Thomas Rayni, Delgado Melissa Y, Nair Rajni L, Coulter Kiera M
The Nebraska Center for Research on Children, Youth, Families and Schools, Nebraska Academy for Methodology, Analytics & Psychometrics, University of Nebraska-Lincoln, 840 N. 14th St, Carolyn Pope Edwards Hall, Room 73, Lincoln, NE, 68588.
College of Agriculture & Life Sciences, Norton School of Family and Consumer Sciences, The University of Arizona, 650 N Park Avenue, McClelland Park, Room 235, Tucson, AZ 85721-0078.
J Lat Psychol. 2025 Jul 17. doi: 10.1037/lat0000301.
The present study had two aims: (a) to take a person-centered approach and identify profiles of assets that include active coping, bicultural competency, and preparation for bias, among Latinx adolescents, and (b) examine the relations between asset profiles and Latinx adolescents' school functioning and mental health. The present study used cross-sectional data from 201 middle school students ( = 12.35, = 1.05). Latent profile analysis was used to identify unique profiles, and a classify-analyze approach was taken to examine differences in school belonging, grades, and depressive symptoms by profile membership. Five unique profiles emerged, the ; ; ; ; and profiles. The ANCOVAs showed adolescents' school belonging and depressive symptoms differed by profile membership, no differences were found for grades. Latinx adolescents rely on both universal and ethnic-cultural assets to support school belonging and mental health (i.e., lower depressive symptoms).
（a）采用以人为主的方法，识别拉丁裔青少年中包括积极应对、双文化能力和对偏见的准备等在内的资产概况，以及（b）研究资产概况与拉丁裔青少年学校功能和心理健康之间的关系。本研究使用了来自201名中学生（平均年龄 = 12.35岁，标准差 = 1.05）的横断面数据。潜在概况分析用于识别独特的概况，并采用分类分析方法来检验按概况成员身份划分的学校归属感、成绩和抑郁症状的差异。出现了五个独特的概况，即；；；；和概况。协方差分析表明，青少年的学校归属感和抑郁症状因概况成员身份而异，成绩方面未发现差异。拉丁裔青少年依靠普遍和族裔文化资产来支持学校归属感和心理健康（即抑郁症状较轻）。
