Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents

Autor/inn/en	Petrin, Robert A.; Farmer, Thomas W.; Meece, Judith L.; Byun, Soo-yong
Titel	Interpersonal Competence Configurations, Attachment to Community, and Residential Aspirations of Rural Adolescents
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 9, S.1091-1105 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9690-2
Schlagwörter	Student Attitudes; Risk; Adolescents; Student Adjustment; Rural Areas; Metropolitan Areas; Brain Drain; Interpersonal Competence; Attachment Behavior; Academic Aspiration; Occupational Aspiration; High School Students; Place of Residence; Life Style + Suchen Sie Ihr Suchwort? Schülerverhalten; Risiko; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Rural area; Ländlicher Raum; Ballungsraum; Interpersonale Kompetenz; Attachment; Bindungsverhalten; Berufsneigung; Berufsziel; High school; High schools; Oberschule; Wohnort; Lebensstil
Abstract	Adolescents who grow-up in rural areas often experience a tension between their attachment to the rural lifestyle afforded by their home community and a competing desire to gain educational, social, and occupational experiences that are only available in metropolitan areas. While these diverging pressures are well-documented, there is little information about linkages between rural high school students' views of their communities, their postsecondary aspirations, and their school adjustment. To address this issue, this study examined perceptions of community and residential aspirations in an ethnically diverse sample of 8,754 rural adolescents (51.5% female) in relationship to their competence and risk status in high school. Participants were from 73 rural high schools across 34 states. In addition, ratings on participants' school adjustment were provided by teachers (n = 667). High competence students (i.e., those in configurations of high positive and low negative teacher-rated characteristics) expressed positive perceptions of their rural lifestyle and many, particularly girls, indicated an interest in staying in or returning to their home community. Low competence youth (i.e., those in configurations of low positive and high negative teacher-rated characteristics) appeared to be less connected to their community and were more likely to express their intent to leave and not return. These results appear to qualify current concerns about "rural brain drain" and also suggest that the lack of attachment to the community may be a compounding risk factor for rural adolescents who have significant school adjustment problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10