Exploring the Moderating Role of Ethnic Identity in the Relation between Peer Stress and Life Satisfaction among Adolescents

Autor/inn/en	Topps, Allyson K.; Jiang, Xu
Titel	Exploring the Moderating Role of Ethnic Identity in the Relation between Peer Stress and Life Satisfaction among Adolescents
Quelle	In: Contemporary School Psychology, 27 (2023) 4, S.634-645 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Xu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-023-00454-8
Schlagwörter	Ethnicity; Adolescents; Peer Relationship; Stress Variables; Life Satisfaction; Urban Schools; High School Students; African American Students; White Students; Asian American Students; Hispanic American Students; Multiracial Persons; Racial Differences + Suchen Sie Ihr Suchwort? Ethnizität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Peer-Beziehungen; Lebensvollendung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; Rassenunterschied
Abstract	Objective: Ethnic identity is a crucial aspect of identity development during adolescence. This study aimed to examine the potential protective effect of ethnic identity in the relation between peer stress and global life satisfaction among adolescents. Method: Data were collected via self-report measures from 417 adolescents (ages 14 to 18, 63.0% girls; 32.6% African American, 32.1% European American, 15.0% Asian American, 10.5% Hispanic or Latinx, 6.6% Biracial or Multiracial, and 0.7% Other) at one public, urban high school. Results: The first model tested ethnic identity as the single moderator in the entire sample, and the moderation effect was not significant. The second model added ethnicity (African American vs. European American) as another moderator, and moderation effects were significant for both moderators. Furthermore, the negative effect of peer stress on life satisfaction was stronger for African American adolescents than European American counterparts. For both racial groups, the negative effect of peer stress on life satisfaction decreased as ethnic identity increased. The third model tested a three-way interaction across peer stress, ethnicity (African American vs. European American), and ethnic identity, which was not significant. Conclusions: The results supported the buffering effect of ethnic identity in the context of peer stress for both African American and European American adolescents, and such effect appears to be more important for protecting African American adolescents' life satisfaction, though these two moderators appear to work independently, rather than interact with each other and the peer stressor. Implications and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01