1
|
Fan S, Zhang J, Zhang L. Life Satisfaction Trajectories During the Transition from Adolescence to Emerging Adulthood and the Role of Gender and Achievement Attribution: A Longitudinal Study of Chinese Youth. J Youth Adolesc 2024; 53:1244-1257. [PMID: 38157185 DOI: 10.1007/s10964-023-01934-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/08/2023] [Indexed: 01/03/2024]
Abstract
Life satisfaction is vital for a smooth transition to emerging adulthood. However, research on age and gender-related fluctuations in life satisfaction has yielded inconclusive and culture-specific results, which necessitates further investigation in more diverse contexts, including the Chinese culture. Despite the attribution theory and the value-as-a-moderator model highlighting the significance of achievement attribution in this period characterized by the pursuit of success, little is known about the specific impact of internal and external achievement attribution on the development of life satisfaction. This study examined life satisfaction trajectories from adolescence to emerging adulthood and explored the moderating effects of gender and achievement attribution, using five waves of data from the China Family Panel Studies (CFPS). The sample consists of 504 youth (52.2% female), whose life satisfaction was tracked from 2012 (Mage = 16.55, SD = 0.50) to 2020 (Mage = 24.56, SD = 0.50). The multilevel growth models revealed that life satisfaction increased from ages 16 to 18, peaked at age 18, fell until age 20, and then remained stable from ages 20 to 24. No significant association was found between gender or external achievement attribution and life satisfaction development. Youth with higher internal achievement attribution had a greater increase in life satisfaction from ages 16 to 18, but had a larger decrease from ages 18 to 20. Adjusting internal achievement attribution may help alleviate the vulnerability of youth experiencing declining life satisfaction when transitioning to adulthood.
Collapse
Affiliation(s)
- Shuming Fan
- Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China
| | - Jing Zhang
- Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China.
| | - Lijun Zhang
- Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China
| |
Collapse
|
2
|
“You Can’t Always Get What You Want”:Prevalence, Magnitude, and Predictors of the Aspiration–Attainment Gap After the School-to-Work Transition. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102091] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
3
|
Ahola R, Soini T, Pietarinen J, Pyhältö K. Social support experiences by pupils in finnish secondary school. INTERNATIONAL JOURNAL OF ADOLESCENCE AND YOUTH 2021. [DOI: 10.1080/02673843.2021.1991403] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022] Open
Affiliation(s)
- Réa Ahola
- Faculty of Education and Culture, Tampere University, Tampere, Finland
| | - Tiina Soini
- Faculty of Education and Culture, Tampere University, Tampere, Finland
| | - Janne Pietarinen
- School of Applied Educational Science and Teacher Education, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland
| | - Kirsi Pyhältö
- Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| |
Collapse
|
4
|
Im H, Shane J. Causal Beliefs for Socioeconomic Status Attainment Scale: Development and Validation. The Journal of Social Psychology 2021; 162:670-690. [PMID: 34369308 DOI: 10.1080/00224545.2021.1948811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
That individuals attain socioeconomic status (SES) through their own effort and ability, which is a staple pillar of the meritocratic ethos and has been a popular topic of inquiry within social psychology. However, this focus on merit overshadowed other important causal factors that contribute to one's SES, such as opportunity and chance. This study presents psychometrically validated scales measuring one's causal beliefs of SES attainment for themselves (agency beliefs) and others (society beliefs). Utilizing a nationally representative sample, participants completed 68 items of causal agency and society beliefs for low and high SES attainment. Through factor analyses, item response theory, and careful item reduction, three subscales and six dimensions measuring (1) merit (effort and ability), (2) opportunity (social connections and privilege), and (3) chance (luck and fate) are introduced for each belief system. Correlation analyses reveal general support for construct validity. Implications and future directions are discussed.
Collapse
Affiliation(s)
| | - Jacob Shane
- Brooklyn College, City University of New York
| |
Collapse
|
5
|
Metzger IW, Cooper SM, Griffin CB, Golden AR, Opara I, Ritchwood TD. Parenting profiles of academic and racial socialization: Associations with academic engagement and academic self-beliefs of African American adolescents. J Sch Psychol 2020; 82:36-48. [PMID: 32988462 DOI: 10.1016/j.jsp.2020.07.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2019] [Revised: 02/01/2020] [Accepted: 07/01/2020] [Indexed: 12/01/2022]
Abstract
In addition to being involved and encouraging their youth academically, many African American caregivers also employ socialization practices that prepare their adolescents for entering into a school system where they will be an ethnic minority or be taught by predominantly non-minority educators. The purpose of the current investigation was to fill existing gaps in the literature by examining two dimensions of parental socialization practices: academic socialization (parent school involvement and academic encouragement) and racial socialization (cultural pride, preparation for bias, and egalitarian messages). Additionally, this study examined how the identified profiles are associated with African American adolescents' academic outcomes (academic engagement and academic self-beliefs). A latent profile analysis was utilized to analyze data on 140 African American adolescent participants (M = 12.4; SD = 1.13; 56% female). Profiles that were identified included (a) academic socializers, (b) low race salient socializers, (c) preparation for bias socializers, (d) unengaged socializers, (e) multifaceted socializers, and (f) race salient socializers. Although there was no demographic (age, gender, SES) variation in profile membership, there were some differences in academic engagement and adolescents' academic-self beliefs. Findings highlight the importance of examining how academic and racial socialization work together and their association with adolescents' academic outcomes. Implications are discussed for school psychologists and educators.
Collapse
Affiliation(s)
| | - Shauna M Cooper
- University of North Carolina at Chapel Hill, United States of America
| | | | | | - Ijeoma Opara
- Stony Brook University 101 Nicolls Road, Stony Brook, NY 11794.
| | | |
Collapse
|
6
|
Chung G, Phillips J, Jensen TM, Lanier P. Parental Involvement and Adolescents' Academic Achievement: Latent Profiles of Mother and Father Warmth as a Moderating Influence. FAMILY PROCESS 2020; 59:772-788. [PMID: 30982962 DOI: 10.1111/famp.12450] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
Parental involvement in their adolescents' education plays an important role in promoting their children's academic outcomes. Yet, more research is needed to examine the relationship between parenting practices and parental warmth as well as to consider the potential joint contribution of warmth from both fathers and mothers. Thus, the primary purpose of the current study is to examine the extent to which patterns of parental warmth across fathers and mothers moderate the association between parental involvement and adolescents' grade point average (GPA) and school engagement behaviors. Latent profile analysis was conducted to identify disparate profiles of fathers' and mothers' warmth within a nationally representative sample of 2,306 youths (51% male; mean age = 15.31 years, SD = 1.50; 77% non-Hispanic White) residing in opposite-sex, two-parent families from Wave I and II of the National Longitudinal Study of Adolescent to Adult Health. Latent-class enumeration processes support a five-profile solution characterized by differences in levels of parental warmth and congruency across parents: (a) Congruent High Warmth, (b) Congruent Moderate Warmth, (c) Congruent Low Warmth, (d) Incongruent High Mother/Low Father Warmth, and (e) Incongruent Low Father/Lower Mother Warmth. Subsequent multiple linear regression analyses reveal a moderating effect for Congruent Low Warmth on the relationship between parental involvement and adolescents' GPA. Ultimately, the results show that variation in parental warmth exists across fathers and mothers with differing impact on adolescents' outcomes. Excluding one parent without considering the joint effects of both parents will not produce an accurate and precise understanding of parenting in research or practice.
Collapse
Affiliation(s)
- Gerard Chung
- School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Jonathan Phillips
- School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC
| | - Todd M Jensen
- School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC
- Jordan Institute for Families, Chapel Hill, NC
| | - Paul Lanier
- School of Social Work, University of North Carolina at Chapel Hill, Chapel Hill, NC
| |
Collapse
|
7
|
Abstract
This review addresses conceptual and empirical research about how individual agency and motivation influences development during adulthood and old age. The major life-span approaches to individual agency and developmental regulation are discussed, with a focus on the motivational theory of life-span development. Developmental agency unfolds through action cycles of pursuing long-term goals for optimal development. Individuals differ in their capacity to regulate their goal engagements effectively within the age-graded structure of opportunities and constraints in their life courses. We discuss a set of research examples about specific developmental challenges, such as transition to adulthood, biological aging, illness, and societal transformation, and show how individuals, as agents in their own development, navigate change for better or worse. We conclude with suggestions for future research.
Collapse
Affiliation(s)
- Jutta Heckhausen
- Department of Psychology and Social Behavior, University of California, Irvine, California 92697, USA
| | - Carsten Wrosch
- Department of Psychology, Concordia University, Montreal, Quebec H4B 1R6, Canada
| | - Richard Schulz
- Department of Psychiatry and University Center for Social and Urban Research, University of Pittsburgh, Pennsylvania 15260, USA
| |
Collapse
|
8
|
Youth's Causal Beliefs About Success: Socioeconomic Differences and Prediction of Early Career Development. J Youth Adolesc 2017; 46:2169-2180. [PMID: 28689347 DOI: 10.1007/s10964-017-0708-2] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2017] [Accepted: 06/12/2017] [Indexed: 10/19/2022]
Abstract
Youth's career attainment is associated with socioeconomic background, but may also be related to their beliefs about causes of success. Relationships between 17-year-olds' socioeconomic status (SES) and causal beliefs about success, and whether these beliefs predict career attainment after completing a vocational or university degree were examined using data from the German Socio-Economic Panel Study (n = 997, 48.5% female). Youth with higher SES parents and those who attended higher levels of high schools were less likely to believe that success in society is due to external causes, but SES was unrelated to the belief that success is due to personal merit or ability. Youth who believe that success is due to external causes attained lower income, occupational prestige, and job autonomy, and slower increases in income over time. There were also significant indirect effects of youth's parents' SES and their own high school levels on career attainment through such external causal beliefs; merit beliefs, by contrast, were largely unrelated to career attainment. These results suggest that beliefs about external causes of success may uniquely contribute to the transmission and maintenance of SES across generations and over time.
Collapse
|