Felner R D, Brand S, DuBois D L, Adan A M, Mulhall P F, Evans E G
Center for Prevention Research and Development, University of Illinois, Urbana 61801, USA.
Child Dev. 1995 Jun;66(3):774-92. doi: 10.1111/j.1467-8624.1995.tb00905.x.
This study investigated interrelations among conditions of household socioeconomic disadvantage, proximal environmental experiences, and adaptational outcomes in a sample of 398 middle grade, early adolescents from a predominantly poor, rural area. Findings indicated that levels of disadvantage were related to both socioemotional and academic adjustment, with those from relatively disadvantaged backgrounds faring most poorly. Specifically, youth from homes in which adults were employed in low-income, unskilled occupations were found to have lower levels of school performance and achievement compared to those from homes in which adults were employed in higher paying semi-skilled or skilled/professional occupations. Further, youth from families in which neither parent had graduated from high school exhibited significantly worse socioemotional and academic adjustment than did those whose parents had higher educational levels. Youth who lived in relatively disadvantaged homes also reported more negative experiences of proximal environmental conditions relating to family and school contexts and greater exposure to stressful life events. Most notably, findings provided support for employing an ecological-mediational perspective to understand patterns of linkage between socioeconomic disadvantage and levels of adjustment. Support for this viewpoint included the finding that proximal environmental experiences were significant predictors of adolescent adjustment, independent of shared variance with conditions of household disadvantage, whereas conditions of disadvantage in several instances were no longer related significantly to indices of adjustment once their association with proximal environmental conditions was taken into account. The discussion considers implications for the targeting and scope of ecologically oriented approaches to preventive intervention.
本研究调查了来自一个主要为贫困农村地区的398名初中阶段青少年样本中，家庭社会经济劣势状况、近端环境经历和适应结果之间的相互关系。研究结果表明，劣势水平与社会情感和学业适应均有关联，来自相对弱势背景的青少年表现最差。具体而言，与父母从事高收入半熟练或熟练/专业职业的家庭相比，父母从事低收入、非熟练职业的家庭中的青少年，其学业成绩和成就水平较低。此外，父母均未高中毕业的家庭中的青少年，其社会情感和学业适应状况明显比父母教育水平较高的家庭中的青少年更差。生活在相对弱势家庭中的青少年还报告说，他们在与家庭和学校环境相关的近端环境条件方面有更多负面经历，并且更多地暴露于压力性生活事件中。最值得注意的是，研究结果支持采用生态中介视角来理解社会经济劣势与适应水平之间的联系模式。对这一观点的支持包括以下发现：近端环境经历是青少年适应的重要预测因素，独立于与家庭劣势状况的共同方差，而一旦考虑到劣势状况与近端环境条件的关联，在若干情况下，劣势状况与适应指标不再显著相关。讨论部分考虑了以生态为导向的预防性干预方法的目标和范围所具有的意义。
