Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices.
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| Title: | Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices. |
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| Authors: | Hoffman, Adam J. (AUTHOR), Pullés, Stephanie A. (AUTHOR), Medina, Michael A. (AUTHOR), Pinetta, Bernardette J. (AUTHOR), Rivas‐Drake, Deborah (AUTHOR), Schaefer, David R. (AUTHOR), Jagers, Robert J. (AUTHOR) |
| Source: | Social Development. Aug2021, Vol. 30 Issue 3, p806-832. 27p. 1 Color Photograph, 5 Charts. |
| Subjects: | Socialization, Adolescent development, Social emotional learning, Social influence, Student adjustment, Middle school education, Identity (Psychology), Peer pressure, Teenagers |
| Abstract: | Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a vacuum. One context that likely shapes these relations is the classroom. In the current study, we investigated how ERI and peer socialization were related to academic and social efficacy over time, and how perceptions of social‐emotional learning (SEL) practices in the classroom moderated these relations among 586 American middle school youth. Our analysis tested these hypothesized effects, controlling for potentially confounding the effects of friend selection. Results indicated that more positive ethnic–racial public regard predicted gains in students' perceived social efficacy with teachers but not their perceived social efficacy with peers or academic efficacy. In the assessment of peer socialization effects, youth became increasingly similar to their peers in regard to academic efficacy, social efficacy with peers, and social efficacy with teachers over time. Moderation analyses indicated that perceptions of greater exposure to SEL practices reduced students' susceptibility to their friends' influence in social efficacy with teachers. Together, these results highlight the unique and combined impact of ERI, peer influence, and SEL in the development of adolescents' social efficacy. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 151625288 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hoffman%2C+Adam+J%2E%22">Hoffman, Adam J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pullés%2C+Stephanie+A%2E%22">Pullés, Stephanie A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Medina%2C+Michael+A%2E%22">Medina, Michael A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pinetta%2C+Bernardette+J%2E%22">Pinetta, Bernardette J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rivas‐Drake%2C+Deborah%22">Rivas‐Drake, Deborah</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schaefer%2C+David+R%2E%22">Schaefer, David R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jagers%2C+Robert+J%2E%22">Jagers, Robert J.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Development%22">Social Development</searchLink>. Aug2021, Vol. 30 Issue 3, p806-832. 27p. 1 Color Photograph, 5 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+development%22">Adolescent development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+influence%22">Social influence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+adjustment%22">Student adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a vacuum. One context that likely shapes these relations is the classroom. In the current study, we investigated how ERI and peer socialization were related to academic and social efficacy over time, and how perceptions of social‐emotional learning (SEL) practices in the classroom moderated these relations among 586 American middle school youth. Our analysis tested these hypothesized effects, controlling for potentially confounding the effects of friend selection. Results indicated that more positive ethnic–racial public regard predicted gains in students' perceived social efficacy with teachers but not their perceived social efficacy with peers or academic efficacy. In the assessment of peer socialization effects, youth became increasingly similar to their peers in regard to academic efficacy, social efficacy with peers, and social efficacy with teachers over time. Moderation analyses indicated that perceptions of greater exposure to SEL practices reduced students' susceptibility to their friends' influence in social efficacy with teachers. Together, these results highlight the unique and combined impact of ERI, peer influence, and SEL in the development of adolescents' social efficacy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/sode.12501 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 806 Subjects: – SubjectFull: Socialization Type: general – SubjectFull: Adolescent development Type: general – SubjectFull: Social emotional learning Type: general – SubjectFull: Social influence Type: general – SubjectFull: Student adjustment Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Identity (Psychology) Type: general – SubjectFull: Peer pressure Type: general – SubjectFull: Teenagers Type: general Titles: – TitleFull: Considering multiple levels of influence on adjustment in school: Ethnic–racial public regard, peer socialization, and social‐emotional learning practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hoffman, Adam J. – PersonEntity: Name: NameFull: Pullés, Stephanie A. – PersonEntity: Name: NameFull: Medina, Michael A. – PersonEntity: Name: NameFull: Pinetta, Bernardette J. – PersonEntity: Name: NameFull: Rivas‐Drake, Deborah – PersonEntity: Name: NameFull: Schaefer, David R. – PersonEntity: Name: NameFull: Jagers, Robert J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 0961205X Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Social Development Type: main |
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