Daily Academic Satisfaction and Ethnic/Racial Identity of Asian American Adolescents: The Role of Objective and Subjective Peer Diversity at School

被引：2

作者：

Cheon, Yuen Mi ^{[1
]}

Niu, Li ^{[2
]}

Ehrhardt, Alexandra ^{[2
]}

Yip, Tiffany ^{[2
]}

机构：

[1] Myongji Univ, Dept Child Dev & Educ, 34 Geobukgol Ro, Seoul 03674, South Korea

[2] Fordham Univ, Dept Psychol, Bronx, NY 10458 USA

来源：

ASIAN AMERICAN JOURNAL OF PSYCHOLOGY | 2020年 / 11卷 / 02期

关键词：

academic satisfaction; ethnic/racial identity; private regard; Asian American adolescents; subjective school diversity; MODEL-MINORITY STEREOTYPE; ETHNIC-IDENTITY; RACIAL IDENTITY; AFRICAN-AMERICAN; SELF-CONCEPT; CHINESE; CONTACT; OPPORTUNITIES; ACHIEVEMENT; PERFORMANCE;

D O I：

10.1037/aap0000168

中图分类号：

C95 [民族学、文化人类学];

学科分类号：

0304 ; 030401 ;

摘要：

The purpose of the current study was to examine the association between daily academic satisfaction and ethnic/racial identity of Asian American adolescents. Based on ecological systems theory and social comparison theory, the moderating roles of objective and subjective peer diversity at school in this association were also examined. Daily diary and survey responses of 102 Asian American adolescents were included in this study (age: M = 15.26, SD = 0.71; female = 70.60%; U.S.-born = 74.50%). Using hierarchical linear modeling, no direct association between daily academic satisfaction and ethnic/racial identity was observed in the full sample. However, when objective and subjective peer diversity at school were considered, a positive association was observed among the adolescents who perceived a high percentage of Asian American peers at school. The interpretation and implications for the results are discussed.

引用

页码：59 / 68

页数：10

共 53 条

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