ABSTRACT
This work proposes a conceptual model of psychological adjustment of native and immigrant adolescents who live in Spain. Psychological adjustment was expected to mediate between perceived family support and adolescents' school adjustment and problem behaviors. Spanish adolescents (n = 156) and immigrant adolescents (n = 137) filled out a self-report questionnaire regarding their perceived family support, psychological adjustment (i.e., self-esteem and life satisfaction), school adjustment, and problem behaviors. Structural Equation Modeling (SEM) was used to examine the relational patterns among these variables. The specific model -with psychological adjustment mediating between family support and school adjustment (z = 2.70, ß = .21, p = .007 for Spanish adolescents, and z = 2.42, ß = .16, p = .015 for immigrant adolescents), and school adjustment mediating between psychological adjustment and problem behaviors (z = -2.51, ß = -.14, p = .012 for Spanish adolescents, and z = -2.01, ß = -.11, p = .044 for immigrant adolescents) was confirmed for both samples. An implication of this study is the relevance of adolescents' family support to their well-being, and the mediating role of psychological adjustment between family support and school adjustment.
Subject(s)
Adolescent Behavior/psychology , Emigrants and Immigrants/psychology , Family/psychology , Models, Psychological , Personal Satisfaction , Problem Behavior/psychology , Social Adjustment , Social Support , Adolescent , Female , Humans , Male , Schools , SpainABSTRACT
This work proposes a conceptual model of psychological adjustment of native and immigrant adolescents who live in Spain. Psychological adjustment was expected to mediate between perceived family support and adolescents' school adjustment and problem behaviors. Spanish adolescents (n = 156) and immigrant adolescents (n = 137) filled out a self-report questionnaire regarding their perceived family support, psychological adjustment (i.e., self-esteem and life satisfaction), school adjustment, and problem behaviors. Structural Equation Modeling (SEM) was used to examine the relational patterns among these variables. The specific model - with psychological adjustment mediating between family support and school adjustment (z = 2.70, ß = .21, p = .007 for Spanish adolescents, and z = 2.42, ß = .16, p = .015 for immigrant adolescents), and school adjustment mediating between psychological adjustment and problem behaviors (z = -2.51, ß = -.14, p = .012 for Spanish adolescents, and z = -2.01, ß = -.11, p = .044 for immigrant adolescents) was confirmed for both samples. An implication of this study is the relevance of adolescents' family support to their well-being, and the mediating role of psychological adjustment between family support and school adjustment
No disponible
Subject(s)
Humans , Adolescent , Adaptation, Psychological/classification , Adolescent Behavior/psychology , Social Behavior Disorders/psychology , Social Adjustment , Emigrants and Immigrants/psychology , Spain/epidemiology , Family Relations/psychologyABSTRACT
The goals of this study were to examine intra-group and inter-group assertiveness among adolescents, and to compare these two domains of assertiveness between cultural groups in Israel. Measures of intra-group and inter-group assertiveness were developed, and questionnaires were administrated to 441 immigrants from the Former Soviet Union (FSU), 242 immigrants from Ethiopia and 333 non-immigrants. Compared to non-immigrants, FSU and Ethiopian immigrants' inter-group assertiveness was lower. Girls reported higher levels of inter-group assertiveness than boys. Each of the immigrant groups rates itself as equally assertive as the non-immigrant group and more assertive than the other immigrant group. Also, a difference between inter-group and intra-group assertiveness was found among the FSU immigrants. It is argued that adolescents' assertiveness following cultural transition is associated with socio-cultural context, and the implications of this conclusion are discussed.
