Brody G H, Stoneman Z, Flor D, McCrary C, Hastings L, Conyers O
Child Dev. 1994 Apr;65(2 Spec No):590-605.
We proposed a family process model that links family financial resources to academic competence and socioemotional adjustment during early adolescence. The sample included 90 9-12-year old African-American youths and their married parents who lived in the rural South. The theoretical constructs in the model were measured via a multimethod, multi-informant design. Rural African-American community members participated in the development of the self-report instruments and observational research methods. The results largely supported the hypotheses. Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-caregiving support and conflict. The associations among the co-caregiving processes and youth academic and socioemotional competence were mediated by the development of youth self-regulations. Disruptions in parental co-caregiving interfered with the development of self-regulation. This interference negatively influenced youths' academic competence and socioemotional adjustment.
我们提出了一个家庭过程模型，该模型将家庭财务资源与青春期早期的学业能力和社会情感适应联系起来。样本包括90名9至12岁的非裔美国青少年及其居住在美国南部农村的已婚父母。该模型中的理论构建通过多方法、多信息源设计进行测量。农村非裔美国社区成员参与了自我报告工具和观察性研究方法的开发。结果在很大程度上支持了这些假设。家庭财务资源的匮乏导致父母的抑郁情绪加重，乐观情绪减少，而这反过来又与共同养育支持和冲突相关联。共同养育过程与青少年学业和社会情感能力之间的关联是通过青少年自我调节的发展来介导的。父母共同养育的中断干扰了自我调节的发展。这种干扰对青少年的学业能力和社会情感适应产生了负面影响。
