Hierarchical regression analyses were used to identify factors that functioned as either promotive or protective factors against the impact of ecological risk on the psychological adjustment of 112 African American and 94 European American adolescents (13–19 years of age). Indicators of ecological risk, promotive/protective factors, and adjustment were assessed concurrently via adolescent self-report questionnaires. Supportive parenting emerged as a promotive factor for both African American and European American adolescents for academic achievement, competence, and problem behaviors. Additionally, school connectedness served as a promotive factor for both African American and European American adolescents with competence as the criterion. However, in analyses with problem behaviors as the criterion, school connectedness intensified the effect of ecological risk for European American adolescents. Of the three hypothesized positive factors (supportive parenting, ethnic identity, and school connectedness), only ethnic identity emerged as a protective factor for problem behaviors and this effect was only observed for European American adolescents.
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An assistant Professor in Psychology at the University at Albany, State University of New York. Received her PhD in Clinical Psychology from the University of North Texas. Major research interests are risk and resiliency processes in ethnic minority youth and measurement equivalence issues.
Doctoral student in Clinical Psychology at the University at Albany, State University of New York. Research interests are risk and protective factors in minority youth
Post-doctoral Fellow now at Arizona State University. Received his PhD in Clinical Psychology from the University at Albany, State University of New York. Research interests are risk and protective processes in minority youth and measurement equivalence issues
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Prelow, H.M., Bowman, M.A. & Weaver, S.R. Predictors of Psychosocial Well-Being in Urban African American and European American Youth: The Role of Ecological Factors. J Youth Adolescence 36, 543–553 (2007). https://doi.org/10.1007/s10964-006-9038-5
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DOI: https://doi.org/10.1007/s10964-006-9038-5