Variable-centered and person-centered approaches to studying Mexican-origin mother-daughter cultural orientation dissonance

Thinking Outside the Nation: Cognitive Flexibility's Role in National Identity Inclusiveness as a Marker of Majority Group Acculturation

In superdiverse societies like Canada, characterized by high levels of cultural and ethnic plurality, national identity boundaries are often blurry. While policies may officially promote inclusiveness, public discourse on national identity is frequently dominated by mainstream groups, whose willingness to expand these boundaries plays a crucial role in fostering minority inclusion. Despite the importance of inclusivity for social cohesion, little is known about what enables majority group members to adopt a more inclusive national identity. This study addresses this gap by exploring the role of cognitive flexibility in facilitating an acculturative shift toward inclusiveness. Using latent class regression analysis (N = 202), we identified two distinct national identity profiles: one more inclusive and the other more exclusive. We also examined how factors such as ethnic vs. civic views on national identity, acculturation orientations toward integration, and personal identification with traditional English Canadian vs. multicultural identity representation shape these profiles. Our findings revealed that higher cognitive flexibility was positively associated with the likelihood of belonging to the more inclusive profile. This study contributes to a limited body of work on majority group acculturation, offering insights into how cognitive flexibility may encourage a broader and more inclusive national identity. Implications for policy and social cohesion are discussed.

An Analysis of the Latent Class and Influencing Factors of Problematic Mobile Social Media Usage Among Chinese College Students

Purpose

To explore the potential classification of Problematic Mobile Social Media Usage (PMSMU) in Chinese college students, analyze whether there is group heterogeneity in PMSMU, and discuss the differences in the latent profile of PMSMU in fear of missing out, online positive feedback, and boredom proneness.

Methods

A total of 2591 Chinese college students were investigated using the Problematic Mobile Social Media Usage Questionnaire, Fear of Missing Out (FOMO) Scale, Online Positive Feedback Scale and Short-form Boredom Proneness Scale, and heterogeneity was tested by latent profile analysis.

Results

The PMSMU of college students can be divided into three latent profiles: no-problem use group (26.44%), mild problem use group (56.66%), and severe problem use group (16.91%). Male students, as compared to female students, showed a significantly lower likelihood of being classified as mild problematic users (OR=0.50, p<0.001) and severe problematic users (OR=0.29, p<0.001). Additionally, students with higher levels of FOMO, a stronger craving for online positive feedback, and increased boredom proneness are more likely to belong to the severe problematic use group (OR=2.91, p<0.001; OR=1.42, p<0.01; OR=8.72, p<0.001).

Conclusion

The results of this study highlight the factors influencing the heterogeneity of individual PMSMU. Specifically, female college students and those with a higher fear of missing out, greater susceptibility to boredom, and a stronger craving for positive online feedback are more likely to exhibit severe PMSMU. These findings provide valuable empirical evidence for developing preventive strategies to address PMSMU among college students.

Task-based attentional and default mode connectivity associated with science and math anxiety profiles among university physics students

PURPOSE

Attentional control theory (ACT) posits that elevated anxiety increases the probability of re-allocating cognitive resources needed to complete a task to processing anxiety-related stimuli. This process impairs processing efficiency and can lead to reduced performance effectiveness. Science, technology, engineering, and math (STEM) students frequently experience anxiety about their coursework, which can interfere with learning and performance and negatively impact student retention and graduation rates. The objective of this study was to extend the ACT framework to investigate the neurobiological associations between science and math anxiety and cognitive performance among 123 physics undergraduate students.

PROCEDURES

Latent profile analysis (LPA) identified four profiles of science and math anxiety among STEM students, including two profiles that represented the majority of the sample (Low Science and Math Anxiety; 59.3% and High Math Anxiety; 21.9%) and two additional profiles that were not well represented (High Science and Math Anxiety; 6.5% and High Science Anxiety; 4.1%). Students underwent a functional magnetic resonance imaging (fMRI) session in which they performed two tasks involving physics cognition: the Force Concept Inventory (FCI) task and the Physics Knowledge (PK) task.

FINDINGS

No significant differences were observed in FCI or PK task performance between High Math Anxiety and Low Science and Math Anxiety students. During the three phases of the FCI task, we found no significant brain connectivity differences during scenario and question presentation, yet we observed significant differences during answer selection within and between the dorsal attention network (DAN), ventral attention network (VAN), and default mode network (DMN). Further, we found significant group differences during the PK task were limited to the DAN, including DAN-VAN and within-DAN connectivity.

CONCLUSIONS

These results highlight the different cognitive processes required for physics conceptual reasoning compared to physics knowledge retrieval, provide new insight into the underlying brain dynamics associated with anxiety and physics cognition, and confirm the relevance of ACT theory for science and math anxiety.

Profiles of parents' emotion socialization within a multinational sample of parents

Introduction

Seminal emotion socialization theories classify parents according to two patterns of parent emotion socialization processes: 'emotion coaching' (i.e., parents validate and teach children about emotions) versus 'emotion dismissing' parenting (i.e., parents minimize and dismiss their children's emotions). However, empirical evidence supporting this binary distinction of parents remains limited. Our objective was to investigate whether parents can be differentiated by distinct patterns in their (1) beliefs about children's emotions, (2) emotion regulation, and (3) emotion-related parenting practices.

Method

Participants were parents of children aged 4-10 years from the Child and Parent Emotion Study (N = 869) (https://bmjopen.bmj.com/content/10/10/e038124). Parents completed self-reported measures of emotion socialization processes via an online survey, which took 20-30 min to complete. Data included in the current study were collected May-August 2019. We conducted a latent profile analysis of parents' emotion socialization (13 indicators). To assess reliability of the profiles, we examined stability of the profiles across (1) parents of children in early versus middle childhood, and (2) fathers versus mothers, via measurement invariance testing. Further, to assess for construct validity of the profiles, we examined concurrent associations between six criterion constructs and parents' emotion socialization profiles.

Results

A three-profile model emerged characterizing parents by: (1) emotion coaching; (2) emotion dismissing; (3) emotion disengaged. There was strong support for construct validity and reliability.

Discussion

Our study provides empirical support for distinct differentiated classifications of emotion coaching and emotion dismissing parenting, aligned with emotion socialization theories. We further extend on extant theory and suggest a third 'emotion disengaged' classification, describing parents with moderate levels of emotion dismissing parenting and low levels of emotion coaching parenting. It should be noted that the profiles were derived with self-report data, therefore, data may have been biased by contextual factors. Furthermore, the study sample consisted of Western families from affluent backgrounds. The field should focus efforts on conducting person-centered studies with more diverse samples in future.

Latent class analysis of post-traumatic stress disorder symptoms following exposure to Hurricane Ike

BACKGROUND

There is substantial heterogeneity in how people react to potentially traumatic events (PTEs). Although some literature has explored this heterogeneity, there are only a few studies identifying factors associated with it within the disaster literature.

OBJECTIVE

The current investigation identified latent classes of post-traumatic stress disorder (PTSD) symptoms and differences between these classes after exposure to Hurricane Ike.

METHODS

Adults living in Galveston and Chambers County, Texas, (n = 658) completed a battery of measures during an interview conducted two to five months after Hurricane Ike. Latent class analysis (LCA) was performed to identify latent classes of PTSD symptoms. Additionally, gender, age, racial or ethnic minority status, depression severity, anxiety severity, quality of life, perceived need for services, and disaster exposure were examined to explore class differences.

RESULTS

LCA supported a 3-class model with low (n = 407, 61.9%), moderate (n = 191, 29.0%), and high PTSD symptoms (n = 60, 9.1%). Women appeared most at-risk for a moderate-severity presentation as compared to a low-severity presentation. Further, racial or ethnic minority groups appeared most at-risk for a high-severity presentation as compared to a moderate-severity presentation. Overall, the high symptom class had the poorest well-being, the most perceived need for services, and the highest exposure to the disaster, followed by the moderate symptom class, and finally the low symptom class.

CONCLUSIONS

PTSD symptom classes appeared to be differentiated primarily by overall severity as well as important psychological, contextual, and demographic dimensions.

Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors

Longitudinal research suggests that optimal long-term outcomes are achieved when early childhood education and care (ECEC) balance free with guided play. A prerequisite for this achievement is that ECEC teachers value both equally. This study examines preschool teachers' play beliefs profile and explores its association with teachers' backgrounds (e.g., teaching experience, education level) in a sample of 674 Chinese teachers in Fujian, China. Participants completed an adapted form of the Parent Play Belief Scale, the Chinese Teacher Play Beliefs Scale (CTPBS), to report their beliefs regarding young children's play and early academics. Latent profile analysis (LPA) revealed 91% of teachers exhibited high Academics over Guided Play (AGP) and low Free Play and Socio-Emotional Skills Support (FPSSS), whereas only 9% were high in both factors. Teachers with a decade or more teaching experience were more likely to belong to the high AGP and low FPSES profile. The findings indicate that the majority of Chinese ECEC teachers value guiding play to academic skills more than they do facilitating free play for socio-emotional skills. Professional development focused on balancing guided with free play may be necessary for the majority of Chinese ECEC teachers to catch up with the zeitgeist of contemporary international research and policy on intentional teaching in play.

The impact of illness identity on recovery from severe mental illness: A test of the model

OBJECTIVE

The Illness Identity model posits that self-stigma reduces hope and self-esteem among persons with severe mental illnesses, impacting a range of outcomes. The "insight paradox" anticipates that the negative effects of self-stigma are amplified by insight. This study tested these predictions using both cluster and path analyses.

METHOD

A total of 117 participants meeting the criteria for schizophrenia-spectrum disorders completed measures of self-stigma, self-esteem, hopelessness, insight, social functioning, coping, and symptoms.

RESULTS

Cluster analysis supported the insight paradox; persons with low self-stigma/high insight had fewer psychiatric symptoms and better interpersonal functioning than persons with high self-stigma/low insight. Path analysis did not support the insight paradox, but indicated that self-stigma and insight impact different outcomes.

DISCUSSION

Findings suggest that support for the predictions of the Illness Identity model and insight paradox are supported may depend on analytic method.

CONCLUSIONS

Finding suggest that the benefits of self-stigma reduction may be constrained by insight.

Alcohol-Related Risky Behavior Patterns and Their Association With Alcohol Use and Perceived Alcohol Stigma in Moshi, Tanzania

OBJECTIVE

The Kilimanjaro region has one of the highest rates of reported alcohol use per capita in Tanzania. Alcohol-related risky behaviors pose substantial threats to the health and well-being of alcohol users and the people around them. This study seeks to understand how alcohol-related risky behaviors co-occur with other risky behaviors.

METHOD

Latent class analysis (LCA) was applied to examine alcohol-related risky behaviors. The optimal number of latent classes was confirmed by using model fit indices. Negative binomial models were used to test latent classes and their association with harmful and hazardous drinking and perceived alcohol stigma. With the model defined, we explored each class's drinking patterns and risky behavior patterns.

RESULTS

A total of 622 (60% male) of 841 participants were included in these analyses because they drank alcohol at least once in their lifetime. Three classes of risky behavior patterns were identified: Class 1, "Limited risk behaviors" (59.7%); Class 2, "Primarily foolish behaviors" (25.6%); and Class 3, "Pervasive risk behaviors" (13.1%). Class 3 had the most alcohol use quantity and frequency. No association between classes and alcohol stigma was found. Compared with males, females are less likely to be classified in Class 2 and 3.

CONCLUSIONS

Three different classes of risky behaviors became apparent and were distinguished by gender, age, and personal alcohol use. Our findings suggest a potential role for personalized interventions based on latent classes specifically to reduce risk behaviors.

Alcohol-Related Risky Behavior Patterns and Their Association With Alcohol Use and Perceived Alcohol Stigma in Moshi, Tanzania

OBJECTIVE

The Kilimanjaro region has one of the highest rates of reported alcohol use per capita in Tanzania. Alcohol-related risky behaviors pose substantial threats to the health and well-being of alcohol users and the people around them. This study seeks to understand how alcohol-related risky behaviors co-occur with other risky behaviors.

METHOD

Latent class analysis (LCA) was applied to examine alcohol-related risky behaviors. The optimal number of latent classes was confirmed by using model fit indices. Negative binomial models were used to test latent classes and their association with harmful and hazardous drinking and perceived alcohol stigma. With the model defined, we explored each class's drinking patterns and risky behavior patterns.

RESULTS

A total of 622 (60% male) of 841 participants were included in these analyses because they drank alcohol at least once in their lifetime. Three classes of risky behavior patterns were identified: Class 1, "Limited risk behaviors" (59.7%); Class 2, "Primarily foolish behaviors" (25.6%); and Class 3, "Pervasive risk behaviors" (13.1%). Class 3 had the most alcohol use quantity and frequency. No association between classes and alcohol stigma was found. Compared with males, females are less likely to be classified in Class 2 and 3.

CONCLUSIONS

Three different classes of risky behaviors became apparent and were distinguished by gender, age, and personal alcohol use. Our findings suggest a potential role for personalized interventions based on latent classes specifically to reduce risk behaviors.

Citizenship and socio-political integration: A person-oriented analysis among Russian-speaking minorities in Estonia, Finland and Norway

This survey study utilized a person-oriented approach to explore the patterns of socio-political integration among Russian-speaking minority group members in three neighboring countries in the Baltic area: Estonia (n = 482), Finland (n = 252), and Norway (n = 215). Three profiles were obtained in all countries: critical integration, separation, and assimilation. In the whole sample, critical integration was the most common acculturation profile. After the profiles were established, they were examined vis-à-vis citizenship and integration context to see, whether and to what extent, the objective (i.e., citizenship) and subjective (i.e., perceived social status and sense of belonging) socio-political integration of Russian-speakers corresponded with each other. Critical integration and separation were the most common profiles among participants holding national citizenship of the country of residence, while foreign citizenship was not related to any specific profile. Separation was rare among participants holding dual citizenship, but it was the most common profile among participants with undetermined citizenship. Also, intergroup context was associated with socio-political integration: critical integration and separation were the most common profiles of Russian-speakers in Estonia, critical integration and assimilation profiles in Finland, and assimilation profile in Norway. The results are discussed in relation to previous variable-oriented research and official integration policies of the countries studied.

Parent-Adolescent Acculturation Profiles and Adolescent Language Brokering Experiences in Mexican Immigrant Families

Language brokering is a special form of interpersonal communication that is affected by the cultural and relational settings in which it occurs. The current study explores whether parent-adolescent acculturation status may influence Mexican American adolescent language brokers' translation experiences, including brokering frequency and attitudes. Using data from a two-wave longitudinal study (Nwave1 = 604; Nwave2 = 483; Mwave1.age = 12.91; 54.3% female), latent profile analyses were conducted, resulting in four mother-adolescent acculturation profiles as well as three father-adolescent profiles. The adolescent integrated-parent (moderately) separated profiles emerged as the most effective for brokers, as adolescents in this profile generally experienced more positive and less negative brokering attitudes, regardless of their brokering frequency. Parent-adolescent acculturation profiles may be a useful construct in capturing the interplay of cultural and relational settings and their effects on multifaceted language brokering experiences.

A Reciprocal and Longitudinal Investigation of Peer and School Stressors and Depressive Symptoms Among Mexican-Origin Adolescent Females

In adolescence, Mexican-origin females are at higher risk for depressive symptoms, peer and school stressors are associated with depressive symptoms, and parental support continues to show a protective nature. However, it is unclear how peer and school stressors are associated with depressive symptoms across time, whether parental support moderates the link between stressors and depressive symptoms, and whether differences in patterns of associations differ for early-middle and middle-late Mexican-origin adolescents. This study contributes to existing knowledge by examining the longitudinal and reciprocal associations among peer and school stressors, depressive symptoms, and parental support as a moderator across four years (three time points) with a cohort of Mexican-origin early adolescent (n = 170, Mage = 12.27 at baseline) and middle adolescent (n = 168, Mage = 15.21 at baseline) females. The cross-lagged model showed that for the early adolescent cohort prior peer stressors were associated with later depressive symptoms in mid-adolescence whereas for the middle-adolescent cohort earlier depressive symptoms were associated with subsequent peer stressors in late adolescence. Parental support moderated the link between peer stressors and depressive symptoms for mid-adolescents and the link between depressive symptoms and school stressors for late adolescents. Findings suggest that associations among peer and school stressors, depressive symptoms, and parental support may be more prevalent during middle-late adolescence.

Latent Profiles of Discrimination and Socialization Predicting Ethnic Identity and Well-Being Among Asian American Adolescents

Ethnic identity is rooted in sociocultural processes, but little is known about how social interactions predict its longitudinal changes. Using data from 154 Asian American adolescents, latent profile analysis derived four typologies based on unfair treatment (i.e., discrimination, model minority stereotyping) and ethnic socialization (i.e., cultural socialization, preparation for bias, promotion of mistrust): Low Cultural Salience, High Cultural Salience with Marginalization, Culturally Prepared with Low Mistrust, and High Mistrust/Discrimination. Few gender or generational differences in profile membership were found. Positive outcomes were linked to adolescents attuned to both positive and negative experiences, Culturally Prepared with Low Mistrust, who reported increases in ethnic belonging and decreases in negative emotions. The implications for identity formation and adjustment are discussed.

Intergenerational gaps in Mexican American values trajectories: Associations with parent-adolescent conflict and adolescent psychopathology

Growth mixture modeling with a sample of 749 Mexican heritage families identified parallel trajectories of adolescents' and their mothers' heritage cultural values and parallel trajectories of adolescents' and their fathers' heritage cultural values from Grades 5 to 10. Parallel trajectory profiles were then used to test cultural gap-distress theory that predicts increased parent-adolescent conflict and adolescent psychopathology over time when adolescents become less aligned with Mexican heritage values compared to their parents. Six similar parallel profiles were identified for the mother-youth and father-youth dyads, but only one of the six was consistent with the hypothesized problem gap pattern in which adolescents' values were declining over time to become more discrepant from their parents. When compared to families in the other trajectory groups as a whole, mothers in the mother-adolescent problem gap trajectory group reported higher levels of mother-adolescent conflict in the 10th grade that accounted for subsequent increases in internalizing and externalizing symptoms assessed in 12th grade. Although the findings provided some support for cultural gap-distress predictions, they were not replicated with adolescent report of conflict nor with the father-adolescent trajectory group analyses. Exploratory pairwise comparisons between all six mother-adolescent trajectory groups revealed additional differences that qualified and extended these findings.

A Behavioral Process Model of Familism

Familismo, or familism, an important Latino cultural construct associated with youth adjustment, describes the importance of family regarding support, comfort, and services. Increased research on familism among Latino families in the past decade has called for a theoretical process model of familism that can guide research on familism, family processes, and youth development. In this article, we propose the behavioral process model of familism (BPMF), which identifies proximal mechanisms through which familism is expected to promote youth psychological adjustment. Specifically, we propose that parenting behaviors (e.g., monitoring, discipline strategies) are a mechanism by which parent familism relates to youth familism and psychological adjustment both directly and via their familism-consistent behaviors. We hypothesize direct and mediated pathways in the BPMF and consider how sociodemographic variables modify the described processes.

Language Brokering, Prosocial Capacities, and Intercultural Communication Apprehension Among Latina Mothers and Their Adolescent Children

Past research on language brokering has primarily focused on the positive and negative outcomes that children of immigrant families experience from brokering. Little is known, however, regarding the positive experiences that language brokees—the immigrant family members for whom children broker—garner from participating in this interaction. Utilizing survey data from 120 Latina/o mother–adolescent dyads, we examined whether more frequent participation in brokering was positively related to mothers’ (i.e., brokees) and adolescents’ (i.e., brokers) prosocial capacities. In turn, we considered whether their prosocial capacities were related to feeling less apprehensive interacting with people outside their cultural group (i.e., intercultural communication apprehension). Multigroup path analyses revealed that mothers’ and adolescents’ frequent participation in brokering was positively related to general perspective-taking and empathic concern; however, only empathic concern was negatively related to intercultural communication apprehension. Our findings reveal that brokers and brokees may experience benefits with positive implications for their intercultural interactions.

Testing the Parent-Adolescent Acculturation Discrepancy Hypothesis: A Five-Wave Longitudinal Study

This 2½-year, 5-wave longitudinal study tests the hypothesis that acculturation discrepancies between Hispanic immigrant parents and adolescents would lead to compromised family functioning, which would then lead to problematic adolescent outcomes. Recent-immigrant Hispanic parent-adolescent dyads (N = 302) completed measures of acculturation and family functioning. Adolescents completed measures of positive youth development, depressive symptoms, problem behavior, and substance use. Results indicated that Time 1 discrepancies in Hispanic-culture retention, and linear trajectories in some of these discrepancies, negatively predicted adolescent positive youth development, and positively predicted adolescent depressive symptoms and binge drinking, indirectly through adolescent-reported family functioning. The vast majority of effects were mediated rather than direct, supporting the acculturation discrepancy hypothesis. Implications for further research and intervention are discussed.

Psychosocial aspects of type 1 diabetes in Latino- and Asian-American youth

Latino and Asian-Americans represent the fastest growing immigrant populations in the United States. We aimed to review the current knowledge on the psychosocial factors that influence type 1 diabetes (T1D) care, education, and outcomes in Latino and Asian-American youth immigrants in the United States, as well as culturally sensitive programs to address health disparities. We conducted a narrative, conceptual review of studies on T1D in Latino and Asian-American youth and relevant studies in type 2 diabetes and adults. Approximately 50% of both Latino and Asian-American youth with T1D are in suboptimal glycemic control. Socioeconomic status, literacy, English proficiency, acculturation, access to health care, family functioning, mental health, and nutrition influence T1D care and outcomes. However, the degree to which these complex, inter-related and dynamic factors affect long-term T1D outcomes is largely unknown. Culturally sensitive programs for Latino or Asian-American youth with T1D are scarce in the United States. Research is needed among Latino and Asian-American youth with T1D so that comprehensive, culturally sensitive diabetes education, and care programs can be developed to decrease disparities in the health burden of these groups.

Acculturation and Latino adolescent mental health: integration of individual, environmental, and family influences

In order to address the mental health disparities that exist for Latino adolescents in the United States, psychologists must understand specific factors that contribute to the high risk of mental health problems in Latino youth. Given the significant percentage of Latino youth who are immigrants or the children of immigrants, acculturation is a key factor in understanding mental health among this population. However, limitations in the conceptualization and measurement of acculturation have led to conflicting findings in the literature. Thus, the goal of the current review is to examine and critique research linking acculturation and mental health outcomes for Latino youth, as well as to integrate individual, environmental, and family influences of this relationship. An integrated theoretical model is presented and implications for clinical practice and future directions are discussed.

Exploring Culturally Based Intrafamilial Stressors Among Latino Adolescents

Despite the profound impact that intrafamilial stressors, including parent - adolescent acculturation discrepancies, may have on Latino adolescent behavioral and mental health, this line of research remains underdeveloped. The purpose of this study is to obtain rich descriptions from Latino adolescents of the most salient intrafamilial stressors. The authors employ focus group methodology with a grounded theory approach. A total of 25 focus groups were conducted with 170 Latino adolescents in the Northeast and Southwest United States. Findings indicate that Latino adolescents experience significant stressors related to parent - adolescent acculturation discrepancies. From this qualitative study the authors derive a series of testable hypotheses aimed at fully understanding the role of parent - adolescent acculturation discrepancies on Latino adolescent behavioral and mental health and informing the development of culturally responsive preventive interventions for this population.

Family Correlates of Adjustment Profiles in Mexican-Origin Female Adolescents

This study used a person-centered approach to examine patterns of adjustment along psychological (i.e., depression, self-esteem, anxiety) and academic (i.e., academic motivation) domains in a sample (N = 338) of Mexican-origin female adolescents. Four adjustment profiles were identified. A High Functioning (n = 173) group, which exhibited high positive adjustment and academic functioning, an Average Functioning (n = 83) group, who exhibited average psychological and academic functioning, an Academically Oriented and Stressed (n = 19) group, who exhibited high academic motivation, but poor psychological functioning in anxiety and negative affect, and a Low Functioning" (n = 25) group, who exhibited poor adjustment overall. Further, paternal and maternal parenting characteristics (i.e., autonomy granting, parent-adolescent conflict, and supportive parenting) were differentially related to Mexican-origin female adolescents' profiles, providing further evidence for the existence of the profiles. Results contribute to the current literature on Latino adolescents and highlight the importance of examining psychological and academic domains concurrently to determine how these two domains of adjustment are linked among this population.

Testing the moderating effect of parent-adolescent communication on the acculturation gap-distress relation in Korean American families

Although the acculturation gap generally has been associated with poor mental health outcomes among Asian American children, some studies have failed to find a significant relationship between the gap and distress. Using two different methods of operationalizing the gap between mothers and their children, the current study addressed this tension in the literature by testing the following hypotheses in a sample of Korean American families. It was hypothesized that mother-adolescent discrepancies in acculturation and enculturation levels would be associated with youth internalizing and externalizing symptoms and that parent-adolescent communication would moderate the gap-distress relationship. Multi-informant questionnaires were administered to 77 Korean American mother-adolescent dyads from the Midwest. Surprisingly, results indicated that consonance in low levels of mother-adolescent enculturation was associated with the highest levels of externalizing symptoms (interaction term method). Adolescents' perception of communication with their fathers significantly moderated the relationship between the enculturation gap and internalizing symptoms, such that in dyads with a greater enculturation gap, less perceived open communication with fathers was associated with more internalizing symptoms (difference score method). Clinically, the findings indicate a potential target (i.e., parent-adolescent communication) for treatment programs that aim to improve family relations and youth adjustment in immigrant families.