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PERCEIVED PARENTAL CHARACTERISTICS AND NEIGHBORHOOD SUPPORT: HOW DO THEY RELATE TO ADOLESCENTS' EXTERNALIZING BEHAVIOR PROBLEMS?
Title
PERCEIVED PARENTAL CHARACTERISTICS AND NEIGHBORHOOD SUPPORT: HOW DO THEY RELATE TO ADOLESCENTS' EXTERNALIZING BEHAVIOR PROBLEMS?.
Creator
White, Rachel, Renk, Kimberly, University of Central Florida
Abstract / Description
Externalizing behavior problems are related to many problematic outcomes for children and adolescents in their home, school, and community settings. Given the ramifications of difficulties related to externalizing behavior problems, the present study examines the relationships among adolescents' externalizing behavior problems, characteristics of adolescents' families, and their perceived neighborhood support in a sample of adolescents who are in the Sixth through Eighth Grades. As...
Show moreExternalizing behavior problems are related to many problematic outcomes for children and adolescents in their home, school, and community settings. Given the ramifications of difficulties related to externalizing behavior problems, the present study examines the relationships among adolescents' externalizing behavior problems, characteristics of adolescents' families, and their perceived neighborhood support in a sample of adolescents who are in the Sixth through Eighth Grades. As part of this study, adolescents were assessed one time in their school setting with a set of brief questionnaires. In particular, adolescents completed measures assessing their levels of externalizing behavior problems, characteristics of their families, their perceptions of neighborhood support and of their teachers, and their ratings of their own acculturation. Results suggest that, although a moderation relationship does not exist between parental warmth, neighborhood support, and the development of externalizing behavior problems, variables such as maternal warmth, overall parental emotional support, and overall neighborhood support are important predictors of the development of externalizing behavior problems. Further regression analyses reveal that, in addition to neighborhood and parental characteristics, adolescents' perceived social acceptance and global self-worth are significant predictors of adolescents' externalizing behavior problems. In conclusion, when identifying adolescents who are at risk for the development of externalizing behavior problems, an ecological conceptualization encompassing culture, community, and home environments can be helpful.
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Date Issued
2009
Identifier
CFE0002887, ucf:48046
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002887
Development During Middle School: An Ecological-Transactional, Cross-Section Examination of Early Adjustment
Title
Development During Middle School: An Ecological-Transactional, Cross-Section Examination of Early Adjustment.
Creator
White, Rachel, Renk, Kimberly, Bedwell, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description
This study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics,...
Show moreThis study utilized an ecological framework to investigate the types of variables that influence adolescent adjustment during middle school and how influences change or stay the same depending on grade level. A cross-sectional approach was taken in which students entering the beginning of their Sixth Grade year and students nearing the end of their Eighth Grade year were administered a comprehensive questionnaire including items about psychological adjustment, parenting characteristics, community support characteristics, ethnic identity, acculturation status, and socio-economic status. Findings suggest that Sixth and Eighth Graders' experience of emotional and behavioral problems is influenced differently. This is particularly salient as it pertains to parenting support and acculturation variables. Findings support the notion that individualized, multi-systemic style interventions are valuable even within the developmental period of adolescence as important changes in risk and protective factors are taking place as one moves from early- to mid-adolescence.
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Date Issued
2012
Identifier
CFE0004459, ucf:49347
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004459