Adolescent Emotional Distress: The Role of Family Obligations and School Connectedness

Autor/inn/en	Wilkinson-Lee, Ada M.; Zhang, Qionghui; Nuno, Velia Leybas; Wilhelm, Mari S.
Titel	Adolescent Emotional Distress: The Role of Family Obligations and School Connectedness
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 2, S.221-230 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-009-9494-9
Schlagwörter	Risk; Adolescents; Regression (Statistics); High School Students; Middle School Students; Models; Well Being; Family Influence; Anxiety; Emotional Response; Evaluation Methods; Identification + Suchen Sie Ihr Suchwort? Risiko; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Analogiemodell; Well-being; Wellness; Wohlbefinden; Angst; Emotionales Verhalten; Identifikation; Identifizierung
Abstract	The current study draws upon ecodevelopmental theory to identify protective and risk factors that may influence emotional distress during adolescence. Hierarchical regression analyses were used to examine the relationship among family obligations, school connectedness and emotional distress of 4,198 (51% female) middle and high school students who were primarily (59%) European American. The overall model explained 21.1% of the variance in student emotional distress. A significant interaction effect was found indicating that school connectedness moderated the relationship between family obligations and emotional distress. Specifically, for students with low to moderate levels of family obligations, a stronger sense of school connectedness was associated with lower emotional distress. The buffering effect of school connectedness was weakened as the level of family obligations increased and completely disappeared for students who experienced high levels of family obligations. The creation of a program that takes a holistic approach, in order to curtail the levels of highly emotionally distressed adolescents, must continue to address the ever changing demands that adolescents encounter and prepare youth to deal with functioning within multiple contexts and do so while maintaining emotional well-being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10