Despite increasing anti-Muslim sentiments, the implications of religious discrimination for Muslim-American adolescents' well-being remain understudied. Drawing on the rejection identification and disidentification models, we examined the mediating role of multiple group identities (i.e., religious and national) in the cross-sectional associations between individual-level religious discrimination and internalizing and externalizing problems among 13-to 18-year-old (M = 16.7 years, SD = 1.6) Muslim-American adolescents with immigrant backgrounds. Moreover, building on the attributional ambiguity perspective, we examined the moderating role of group-level religious discrimination in the form of Islamophobia. Religious identity did not mediate the relations between individual-level discrimination and internalizing and externalizing problems, and these relations did not depend on youths' perceptions of Islamophobia. However, individual-level discrimination was associated with American identity, depending on perceptions of Islamophobia. In turn, adolescents' Muslim and American identities were linked to less internalizing and externalizing problems. Implications of our findings for the development of programs and policies are discussed.

Past studies have revealed potential differences in the functional meaning and social evaluation of children's temperamental shyness between Chinese interdependence-oriented and North American independence-oriented cultural contexts. However, very little is known about shy Chinese American children's adjustment in Western school contexts and potential pathways underlying their adjustment. To address this gap in the literature, we examined the associations between Chinese American children's temperamental shyness and their social adjustment outcomes, including peer exclusion, prosocial behavior, and assertiveness/leadership skills. In addition, the mediating role of children's display of anxious-withdrawn behavior and the moderating role of first-generation Chinese immigrant mothers' encouragement of modesty in their parenting practices as applied to associations between temperamental shyness and social adjustment outcomes were explored. Path analyses indicated that the impact of Chinese American children's temperamental shyness on their socio-emotional adjustment was mediated by their display of anxious-withdrawn behavior in school. However, when Chinese immigrant mothers encouraged their children to be more modest, children's temperamental shyness was less strongly related to negative social adjustment outcomes through diminished anxious-withdrawn behavior. These results highlighted the importance of culturally-emphasized parenting practices in fostering Chinese American children's adjustment in the U.S. Keywords Shyness; parents/parenting; social behavior; adjustment; culture Temperamentally shy children desire interactions with peers but withdraw themselves due to a biologically-based disposition that is characterized by fear and anxiety in the face of novel situations (Asendorpf, 1991; Rubin, Coplan, & Bowker, 2009). These children remove themselves from the benefits of social interactions through the display of anxious-withdrawn behavior, or by behaving in a fearful, quiet, and reserved manner

Introduction. This study examined the relations between Chinese American children's temperamental shyness and their assertive and submissive responses to peer victimization.The mediating role of children's anxious-withdrawn behavior in the association between their temperamental shyness and responses to peer victimization in school settings was assessed, as well as the moderating effect of observed maternal praise. Method. Mothers of 153 Chinese American children (46.4% boys; Mage = 4.40 years, SDage = 0.79 years) reported on their children's temperamental shyness, and teachers rated children's display of anxiouswithdrawn behavior and responses to peer victimization. Mothers' use of praise during their interactions with children in a free-play session was observed. Results. Children's display of anxious-withdrawn behavior played a mediating role in the associations between their temperamental shyness and responses to peer victimization. Moreover, maternal praise moderated the relation between children's temperamental shyness and anxious-withdrawn behavior, such that more temperamentally shy children with mothers who used praise more frequently displayed less anxious-withdrawn behavior, which in turn, was associated with more assertiveness and less submissiveness in response to peer victimization. Conclusions. These findings highlight the importance of maternal praise in reducing children's display of anxious-withdrawn behavior, which in turn facilitates their capacity to cope with peer victimization.