Sibling disclosure and adolescents' coping from before to during the COVID-19 pandemic: A longitudinal study.

The extraordinary disruptions associated with the COVID-19 pandemic created a unique context to investigate the links between family communication and adolescent adjustment. Given that widespread stay-at-home orders increased time spent in the family setting, the present study examined reciprocal links between older and younger adolescent siblings' disclosure toward each other and concurrent and prospective links between those disclosures and their own and their siblings' coping from before to during the early stages of COVID-19 pandemic. Participants were two adolescent-aged siblings (older siblings: 51% female, M = 15.67 years; younger siblings: 48% female, M = 13.14 years) and one parent (85% mothers, M = 45.15 years) from 682 families (N = 2,046) in five Midwestern states in the United States. Participants completed web-based assessments on three occasions: Time 1 (March 2019-February 2020), Time 2 (May 2020-June 2020), and Time 3 (July 2020-February 2021). Using structural equation modeling, results revealed that the prospective reciprocal linkages between older and younger siblings' disclosures were often moderated by the gender composition of the sibling dyad. Further, older and younger siblings' disclosures were both concurrently associated with their own coping during the pandemic but not prospectively associated with later perceived coping. There were mixed findings regarding the actor and partner associations between siblings' disclosure and adolescents' perceived coping. Results emphasize the complexity and bidirectional nature of sibling disclosure and the potential protective effects of disclosing to siblings in the context of the COVID-19 pandemic. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

COVID-19 Pandemic-Related Financial Hardships and Adolescents' Adjustment: A Longitudinal Family Stress Approach.

Restrictions associated with the onset of the COVID-19 pandemic created a host of short- and long-term economic challenges for families. Despite their ubiquity during the early pandemic, knowledge on the developmental impacts of pandemic-related financial hardships on adolescents' adjustment is lacking. Guided by family stress and life course perspectives, this study investigated direct and indirect relations between pandemic-related financial hardships and adolescents' later depressive symptoms, delinquency, and academic performance via parents' depressive symptoms and acceptance. Data were drawn from three waves of a longitudinal study; participants completed online surveys at Wave 1, COVID-19 Wave (seven months later) and Wave 2 (five months later). Participants were two adolescent-aged siblings (n = 1364; 50% female; Mage = 14.45, SD = 1.55 years) and one parent (n = 682; 85% female; Mage = 45.15, SD = 5.37 years) from 682 families (N = 2048). Structural equation modeling results indicated that pandemic-related financial hardships were indirectly linked to greater adolescent delinquency and lower academic performance by adversely shaping parents' mental health and parent-adolescent relationship quality. The findings highlight financial hardships as critical family stressors for adolescent adjustment during the COVID-19 pandemic.

Changes in family chaos and family relationships during the COVID-19 pandemic: Evidence from a longitudinal study.

The purpose of this article was to explore how family chaos, parenting processes, parent-child relationship qualities, and sibling relationship qualities changed before versus the early months of the COVID-19 pandemic. Participants included one parent and two adolescent-aged children from 682 families (2,046 participants). Parents and youth participating in an ongoing longitudinal study in five Midwestern states in the United States completed an additional web-based assessment of family processes and family relationship qualities during the May-June 2020 pandemic-related shutdowns. A series of two-wave latent change score models indicated that family chaos increased with the onset of pandemic-related shutdowns and that the level of chaos within a family during the shutdowns had implications for changes in several parenting processes and family relationship qualities. Specifically, higher levels of family chaos during the pandemic mitigated observed increases in parental knowledge and were associated with declines in parental autonomy granting. Family chaos during pandemic-related shutdowns also was associated with increases in maternal-child conflict, paternal-child conflict, and sibling conflict as well as decreases in paternal-child intimacy, sibling intimacy, and sibling disclosure. Overall, consistent with a family stress perspective, the onset of the COVID-19 pandemic was associated with increased strain and commotion within many households, and these changes had implications for multiple family relationships. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Longitudinal Changes in Adolescents' School Bonding During the COVID-19 Pandemic: Individual, Parenting, and Family Correlates.

The current study examined changes in adolescents' school bonding from before to during the COVID-19 pandemic and its individual, parenting, and family-level correlates. Participants were two adolescents (50% male; Mage  = 14 years) and one parent (85% female; Mage  = 45 years) from 682 families (N = 2046) from an ongoing longitudinal study. Adolescents reported on their school bonding, stress, and coping, while parents reported on their involvement in adolescents' education and pandemic-related financial need. A two-wave latent change score model suggested that adolescents' school bonding decreased from before to during the COVID-19 pandemic. Stress and pandemic-related financial need served as risk factors, whereas coping and parental involvement served as protective factors against declines in adolescents' school bonding.

Parental Knowledge Discrepancies: Examining the Roles of Warmth and Self-Disclosure.

Discrepancies between parents' and adolescents' reports in parental knowledge of adolescents' daily activities and whereabouts are common and have implications for adolescents' well-being and school success. Grounded in a family systems perspective utilizing reports from parents and adolescents, the goal of this study was to explore the extent to which parent-adolescent warmth and adolescent self-disclosure could account for discrepancies in parental knowledge by testing the indirect effects linking warmth to discrepancies in parental knowledge via adolescent self-disclosure. Participants were early adolescents (N = 172; 53% female) and their parents (90% mothers). Adolescents (57% African American/Black, 18% multiracial, 17% White/Caucasian, 7% Hispanic/Latino and 1% Asian American) attended a Midwestern, Title 1, urban, public middle school. Using structural equation modeling, findings showed that parent-adolescent warmth significantly predicted adolescent self-disclosure, which in turn predicted fewer discrepancies in parental knowledge. The findings from this study help in understanding the factors that contribute to parental knowledge discrepancies and highlight potential targets for family interventions.

Longitudinal associations of family stressors, fathers' warmth, and Korean children's externalizing behaviors.

This study examined the indirect mechanisms linking family stressors (i.e., negative family life events, paternal psychological distress, and couple conflict) to children's later externalizing behavior problems through fathers' warm parenting behaviors among Korean families. Three waves of longitudinal data were drawn from the Panel Study on Korean Children (PSKC) and included 1,784 families (fathers Mage = 36.27, mothers Mage = 33.79, and children Mage = 3.23). Data were analyzed using structural equation modeling and showed that negative family life events were associated with children's later externalizing problems via higher levels of couple conflict and lower levels of paternal warmth. In addition, family life events were related to children's subsequent externalizing problems via higher levels of fathers' psychological distress (i.e., depression and low self-efficacy) and lower levels of paternal warmth. Paternal psychological distress and couple conflict were indirectly linked to children's externalizing problems through fathers' warmth. Results show that fathers' characteristics and experiences are related to fathers' positive parenting, which in turn contribute to children's behavior problems. These findings underscore the importance of considering individual, relational, and contextual family stressors through which fathers' parenting contributes to children's later behavioral outcomes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Parental Involvement and Adolescent Academic Outcomes: Exploring Differences in Beneficial Strategies across Racial/Ethnic Groups.

Gaps in educational outcomes between racial/ethnic and socioeconomic groups persist in the United States, and parental involvement is often cited as an important avenue for improving outcomes among racially/ethnically diverse adolescents. This study utilized data from the Education Longitudinal Study 2002-2013 (56% female, N = 4429), which followed 10th-graders through high school and ten years post-high school, to examine the links between parental involvement strategies and academic outcomes (grade point average and educational attainment). Participants included white, African American, and Hispanic/Latino adolescents from low-SES families. This study used recursive partitioning, a novel analytic strategy used for exploring higher-order interactions and non-linear associations among factors (e.g., parental educational involvement strategies) to predict an outcome (e.g., grade point average or educational attainment) through step-wise partitioning. The results showed that the combination of greater academic socialization and school-based involvement was beneficial for all adolescents' grade point average, whereas the combination of home-based involvement with academic socialization and school-based involvement yielded mixed results. Greater academic socialization and home-based involvement appeared beneficial for educational attainment among African American and Hispanic/Latino adolescents, but not white adolescents. More home-based involvement and less academic socialization were associated with less educational attainment for white adolescents. Overall, the findings showed different combinations of parental educational involvement strategies were beneficial for adolescents across racial/ethnic groups, which may have implications for practice and policy.

Can Parenting Microprotections Buffer Against Adolescents' Experiences of Racial Discrimination?

Previous research highlights the importance and pervasiveness of racial discrimination for minority youth in the United States. Adolescents may experience either personal or group race-based discrimination. While past research found both forms of discrimination are harmful to well-being it is unknown whether parental microprotections, which may buffer against the negative effects of discrimination, protect against both forms of discrimination. Informed by ecological frameworks the present study examined whether parent microprotections (parental warmth/acceptance, cultural socialization, preparation for bias) buffered the effects of personal and group discrimination on adolescents' depressive symptoms. Participants were African American early adolescents (N = 129; 58% female) and their parents (90% mothers). Adolescents attended a Midwestern, Title 1, urban, public middle school and completed surveys in their homerooms and parents completed paper-pencil surveys at home, online or surveys via telephone. Multiple regression analyses were conducted to test whether adolescents' personal and group discrimination at school were related to their reports of depressive symptoms and evaluate whether parent microprotections buffered these associations. Results showed that parental microprotections moderated the effects of personal discrimination on depressive symptoms but did not buffer the effects of group discrimination. These results highlight the importance of distinguishing between personal and group discrimination. Further, additional protective factors need to be identified and tested to better understand parental actions that potentially buffer the negative effects of discrimination.

Parental Knowledge: Examining Reporter Discrepancies and Links to School Engagement Among Middle School Studies.

It is well established that parental knowledge contributes to adolescents' well-being and school success and scholars have noted that parents and adolescents report different levels of knowledge. Discrepancies in parental knowledge have implications for adolescent outcomes such as risk behaviors, but little is known about the implications of knowledge discrepancies for adolescents' school outcomes. The present study examined discrepancies in parent and adolescent reports of parental knowledge and investigated the extent to which knowledge discrepancies were linked to school engagement. Participants were early adolescents (N = 174; 53 % female) and their parents (90 % mothers). Adolescents (57 % African American/Black, 18 % multiracial, 17 % White/Caucasian, 7 % Hispanic/Latino and 1 % Asian American) attended a Midwestern, Title 1, urban, public middle school. Adolescents completed surveys in their homerooms and parents completed paper-pencil surveys at home or surveys via telephone. Results showed that parents reported more knowledge of adolescents' activities and whereabouts compared to adolescents' reports. Knowledge discrepancies were associated with school bonding and school self-esteem such that dyads in which adolescents reported more knowledge than their parents reported had significantly higher levels of school bonding and school self-esteem compared to dyads in which parents reported much more knowledge.

Academic Growth Trajectories and Family Relationships among African American Youth.

This study explored trajectories of African American youths' academic functioning and assessed whether changes in parent-adolescent relationships were associated with changes in youths' academic functioning. The data were drawn from a three-year longitudinal study of gender socialization and development in two-parent African American families and included 197 families. Findings revealed gender differences in achievement trajectories and indicated that boys not only had lower levels of academic achievement compared to girls, but also experienced steeper declines in school self-esteem during adolescence. Changes in parent-adolescent relationship quality were linked to changes in academic functioning: Increases in conflict were related to decreases in GPA, school bonding, and school self-esteem and increases in warmth were related to increases in school bonding and school self-esteem.

Parental monitoring, parental warmth, and minority youths' academic outcomes: exploring the integrative model of parenting.

Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents' school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers'/fathers' warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers' warmth enhanced the association between parental monitoring and youths' engagement and motivation. No gender differences in these associations emerged. Fathers' warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent-adolescent relationships to best support academic outcomes among minority youth are discussed.

Classroom context, school engagement, and academic achievement in early adolescence.

Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions of classroom context (instruction quality, social/emotional climate, and student-teacher relationship) and school engagement (psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23% were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom context and academic achievement for students without previous achievement difficulties. However, for students with previous achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and achievement for students with previous achievement difficulties. Additional strategies may be needed for these students.

Support to aging parents and grown children in Black and White families.

PURPOSE: Black and White middle-aged adults typically are in a pivot position of providing support to generations above and below. Racial differences in support to each generation in the family remain unclear, however. Different factors may account for racial differences in support of grown children versus aging parents. DESIGN AND METHODS: Middle-aged adults (aged 40-60 years; 35%, n = 216 Black and 65%, n = 397 White) rated social support they provided each aging parent and grown child. Participants reported background characteristics representing their resources and measures of needs for each family member. Interviews also assessed beliefs about obligation to support parents and grown children and rewards from helping. RESULTS: Multilevel models revealed White middle-aged adults provided more support to grown children than Black middle-aged adults. Demands from offspring, beliefs about support, and rewards from helping explained these racial differences. Black middle-aged adults provided more support to parents than White middle-aged adults. Beliefs about support and feelings of personal reward from providing support explained this difference but resources and demands did not. IMPLICATIONS: Racial differences varied by generation (parent or offspring). The prolonged transitions common for White young adults explained racial differences in support of offspring. Middle-aged adults may treat support of parents as more discretionary, with cultural ideas about obligation and personal rewards guiding behaviors.

The development of gendered interests and personality qualities from middle childhood through adolescence: a biosocial analysis.

This study charted the development of gendered personality qualities and activity interests from age 7 to age 19 in 364 first- and secondborn siblings from 185 White, middle/working-class families, assessed links between time in gendered social contexts (with mother, father, female peers, and male peers) and gender development, and tested whether changes in testosterone moderated links between time use and gender development. Multilevel models documented that patterns of change varied across dimensions of gender and by sex and birth order and that time in gendered social contexts was generally linked to development of more stereotypical qualities. Associations between time with mother and expressivity and time with father and instrumentality were stronger for youth with slower increases in testosterone.

The effects of socioeconomic status, race, and parenting on language development in early childhood.

The authors examined the associations between socioeconomic status (SES), race, maternal sensitivity, and maternal negative-intrusive behaviors and language development in a sample selected to reduce the typical confound between race and SES (n = 146). Mother-child interactions were observed at 12 and 24 months (coded by randomly assigned African American and European American coders); language abilities were assessed at 18, 24, 30, and 36 months. For receptive language, race was associated with ability level, and maternal sensitivity and negative-intrusive parenting were related to rate of growth. For expressive communication, race, SES, and maternal sensitivity were associated with rate of growth; race moderated the association between negative-intrusive parenting and rate of growth such that the relation was weaker for African American than for European American children. The results highlight the importance of sensitive parenting and suggest that the association between negative-intrusive parenting and language development may depend upon family context. Future work is needed concerning the race differences found, including examining associations with other demographic factors and variations in language input experienced by children, using culturally and racially validated indices of language development.

Sociocultural Factors and School Engagement among African American Youth: The Roles of Racial Discrimination, Racial Socialization and Ethnic Identity.

This study investigated the links between racial discrimination and school engagement and the roles of racial socialization and ethnic identity as protective factors in those linkages in a sample of 148, 6th through 12th grade African American adolescents from working and middle class two-parent families. In home interviews youth described their ethnic identity, discrimination experiences at school, and school engagement (school bonding, school grades, school self-esteem), and parents rated their racial socialization practices. Analyses revealed that discrimination was negatively related to school self-esteem and school bonding. Racial socialization had additive effects on school self-esteem and school bonding, but did not moderate the discrimination -- school engagement association. For boys, ethnic identity had additive effects on school bonding, but for girls, ethnic identity moderated the relation between discrimination and school bonding: When girls experienced more discrimination and had lower ethnic identity, they reported lower school bonding. Discrimination, racial socialization, and ethnic identity were not related to school grades.

The Development and Correlates of Academic Interests from Childhood through Adolescence.

Study goals were to assess: (1) the development of academic interests from middle childhood through late adolescence, (2) the degree to which junior high and high school transitions, parents' educational expectations, interests, and education, were related to changes in academic interests, and (3) the longitudinal links between youth's academic interests and school grades. Participants were mothers, fathers, and two siblings from 201, White, working and middle class families who were interviewed in their homes on up to 9 annual occasions. Multi-level model analyses revealed overall declines in youth's interests over time, with boys showing more rapid decline than girls. Mothers' educational expectations were positively related to youth's interests, and youth's interests declined less when fathers had more education. The transition to junior high, but not high school, was linked to decline in interests, but this was buffered by mothers' academic interests. Declines in youth's academic interests were linked to declines in school grades.

A Longitudinal Examination of the Bi-Directional Links between Academic Achievement and Parent-Adolescent Conflict.

We examined reciprocal associations between parent-adolescent conflict and academic achievement over a two-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families (N = 168). After accounting for previous academic achievement, parent-adolescent conflict predicted relative declines in academic achievement two years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict two years later among families with less education.

Mothers' and fathers' racial socialization in African American families: implications for youth.

Mothers' and fathers' cultural socialization and bias preparation with older (M=13.9 years) and younger (M=10.31 years) siblings were studied in 162 two-parent, African American families. Analyses examined whether parental warmth and offspring age and gender were linked to parental practices and whether parents' warmth, spouses' racial socialization, or youth age or gender moderated links between racial socialization and youth outcomes. Parental warmth was linked to parents' socialization. Mothers engaged in more socialization with older offspring, and fathers more with sons. Mothers' cultural socialization was positively related to youth ethnic identity and fathers' was negatively related to youth depression symptoms. Youth exhibited a lower locus of control when mothers were high but fathers were low in racial socialization.