Adversity and Internalizing Problems among Rural Chinese Adolescents: The Roles of Parents and Teachers

Autor/inn/en	Davidson, Shannon; Adams, Jennifer
Titel	Adversity and Internalizing Problems among Rural Chinese Adolescents: The Roles of Parents and Teachers
Quelle	In: International Journal of Behavioral Development, 37 (2013) 6, S.530-541 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025413503421
Schlagwörter	Disadvantaged; Behavior Problems; Rural Areas; Foreign Countries; Poverty; Parent Child Relationship; Teacher Student Relationship; Gender Differences; Regression (Statistics); Secondary School Students; Emotional Adjustment; Resilience (Psychology); Social Support Groups; Longitudinal Studies; China; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Ausland; Armut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Regression; Regressionsanalyse; Sekundarschüler; Emotionale Anpassung; Social support; Soziale Unterstützung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Throughout the developing world, adolescents living in rural poverty face multiple and inter-related adaptive challenges. Using longitudinal data from the Gansu Survey of Children and Families, we adopt an approach grounded in resilience theory to investigate the relationship between cumulative adversity and internalizing problems among 1,659 adolescents between the ages of 13 and 16 years in an interior Chinese province. We also investigate the compensatory roles of parental warmth and teacher support. Results of multivariate regression models suggest that internalizing problems increased in later adolescence in this sample. The rate of increase did not differ by gender, counter to most extant literature on sex differences in the developmental trajectory of internalizing problems. Along with parental warmth, teacher support emerged as an especially important compensatory factor, highlighting the significance of teachers as an often overlooked resource for poor rural adolescents. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10