A Longitudinal Examination of Family, Friend, and Media Influences on Competent versus Problem Behaviors among Urban Minority Youth

Autor/inn/en	Graber, Julia A.; Nichols, Tracy; Lynne, Sarah D.; Brooks-Gunn, Jeanne; Botvin, Gilbert J.
Titel	A Longitudinal Examination of Family, Friend, and Media Influences on Competent versus Problem Behaviors among Urban Minority Youth
Quelle	In: Applied Developmental Science, 10 (2006) 2, S.75-85 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Longitudinal Studies; Early Adolescents; Family Influence; Peer Influence; Mass Media Effects; Urban Youth; Minority Group Students; Grade 6; Grade 7; Grade 8; Behavior Problems; Competence; Aggression; Delinquency; Academic Achievement; Self Esteem; Assertiveness; Regression (Statistics); Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kompetenz; Kriminalität; Schulleistung; Self-esteem; Selbstaufmerksamkeit; Regression; Regressionsanalyse
Abstract	This article examines family, friend, and media influences on competent and problem behaviors in a sample of 1,174 urban minority youth followed over 6th, 7th, and 8th grades. Students completed annual surveys at their schools. Each of the contextual factors investigated was significantly associated with concurrent aggression and delinquency as well as changes in these outcomes over time. In contrast, parental monitoring was most often significantly associated with indicators of competence both concurrently and over time (e.g., from 7th to 8th grade). In addition, engagement with violent media contributed to decreases in academic achievement. Overall, findings indicate that family factors, specifically parental monitoring, as a target of intervention, would not only offset risk trajectories but enhance positive development. (Contains 4 tables.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10