Gender Differences in Adolescents' Daily Interpersonal Events and Well-Being

Autor/in	Flook, Lisa
Titel	Gender Differences in Adolescents' Daily Interpersonal Events and Well-Being
Quelle	In: Child Development, 82 (2011) 2, S.454-461 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01521.x
Schlagwörter	Adolescents; Gender Differences; Psychological Patterns; Interpersonal Relationship; Well Being; Grade 9; Chinese Americans; Mexican Americans; Whites; Diaries; Emotional Response; Predictor Variables + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Well-being; Wellness; Wohlbefinden; School year 09; 9. Schuljahr; Schuljahr 09; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Hispanoamerikaner; White; Weißer; Diary; Tagebuch; Emotionales Verhalten; Prädiktor
Abstract	This study examined daily interpersonal events with parents and friends and daily well-being among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Associations were examined using a daily diary methodology whereby adolescents reported on positive and negative interpersonal experiences and mood each day for 2 weeks. Analyses using hierarchical linear modeling revealed bidirectional associations between adolescents' daily social interactions and mood. Findings indicated gender differences in adolescents' reactivity to daily interpersonal events as well as in the strength of daily mood as a predictor of interpersonal events. Furthermore, the ratio of positive to negative events experienced daily was consequential for adolescents' daily mood. Findings have practical implications for adolescents' everyday functioning and potential long-term adjustment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10