Asset and Protective Factors for Asian American Children's Mental Health Adjustment

Zhou, Qing; Tao, Annie; Chen, Stephen H.; Main, Alexandra; Lee, Erica; Ly, Jennifer; Hua, Michelle; Li, Xiaowei

doi:10.1111/j.1750-8606.2012.00251.x

Cited by 38 publications

(28 citation statements)

References 77 publications

(81 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Positive youth development is an undeveloped area in acculturation research ripe for study. Increasingly, research is identifying strengths and protective processes that promote positive development, and future research should embrace the study of positive development among immigrant youth (Neblett Rivas-Drake, & Umaña-Taylor, 2012; Zhou et al, 2012). Is positive development defined differently in diverse acculturating communities?…”

Section: The Specificity Principle Acculturation Science and Socialmentioning

confidence: 99%

The Specificity Principle in Acculturation Science

Bornstein

2017

Perspect Psychol Sci

268

250

View full text Add to dashboard Cite

The Specificity Principle in Acculturation Science asserts that specific setting conditions of specific people at specific times moderate specific domains in acculturation by specific processes. Our understanding of acculturation depends critically on what is studied where, in whom, how, and when. This article defines, explains, and illustrates the Specificity Principle in Acculturation Science. Research hypotheses about acculturation can be more adequately tested, inconsistencies and discrepancies in the acculturation literature can be satisfactorily resolved, acculturation interventions can be tailored to be more successful, and acculturation policies can be brought to new levels of effectiveness if the specificity principle that governs acculturation science is more widely recognized.

show abstract

Section: The Specificity Principle Acculturation Science and Socialmentioning

confidence: 99%

The Specificity Principle in Acculturation Science

Bornstein

2017

Perspect Psychol Sci

268

250

View full text Add to dashboard Cite

show abstract

“…Children growing up in immigrant families face unique challenges, including socioeconomic difficulties (Leventhal & Brooks‐Gunn, ), exposure to multiple sets of cultural values (Gonzales, Fabrett, & Knight, ), and acculturative stress (Williams & Berry, ). Despite these challenges, children from immigrant families sometimes thrive and have better adjustment than their native‐born peers, likely due to culturally unique protective processes (García‐Coll & Marks, ; Zhou et al, ). Although it is widely acknowledged that prosocial tendencies are critical components of socioemotional competence and can be a developmental asset for children's mental health and interpersonal relationships (see Flynn, Ehrenreich, Beron, & Underwood, ), there has been limited research focusing on prosocial development in children of immigrant families.…”

Section: Introductionmentioning

confidence: 99%

Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio‐demographic Factors and Psychological Adjustment

Main

Zhou

Liew³

et al. 2016

Social Development

Self Cite

View full text Add to dashboard Cite

The present study examined relations between prosocial tendencies (dispositional sympathy and prosocial behavior) and psychological adjustment using a multimethod and multi-informant approach in a socioeconomically diverse sample of first-and second-generation Chinese American children from immigrant families (N 5 238, M age 5 9.2 years). We tested the concurrent associations between: (a) children's dispositional sympathy (rated by parents, teachers, and children, and observed prosocial behavior), (b) psychological adjustment (parent-and teacherreported externalizing problems and social competence); and (c) cultural and socio-demographic factors (children's Chinese and American orientations, family Socioeconomic Status (SES), only child status, and children's age, sex, and social desirability). Results from correlations and structural equation modeling suggested that different measures of prosocial tendencies related differently to children's psychological adjustment. Parent-and teacher-rated sympathy were associated with higher child social competence and lower externalizing problems within, but not across, reporter. By contrast, child-rated sympathy was associated with higher teacher-rated social competence, and observed prize donation was associated with lower teacher-rated externalizing problems. Different measures of prosocial tendencies also showed different relations to cultural and socio-demographic factors. These findings suggest that prosocial tendencies are not a unitary construct in Chinese American immigrant children: the manifestations of prosocial tendencies and their adjustment implications might depend on the context and/or targets of these tendencies.

show abstract

“…Because EC is a biologically-based temperament trait shaped by environmental and genetic factors (Rothbart, Sheese, & Posner, 2007), it is also possible that EC serves as a protective factor moderating the link between adverse environmental factors (e.g., low SES) and immigrant children's adjustment (Zhou, Tao, et al, 2012). A potential process underlying this protective effect is that better self-regulatory skills enable children to cope more effectively with chronic stressors.…”

Section: The Role Of Effortful Control In the Links Between Family Famentioning

confidence: 99%

Effortful control and early academic achievement of Chinese American children in immigrant families

Chen

Main

Zhou

et al. 2015

Early Childhood Research Quarterly

Self Cite

View full text Add to dashboard Cite

a b s t r a c tThe present study examined the direct and indirect relations of family contextual factors, effortful control (EC), and the early math and English literacy skills of first and second-generation Chinese American immigrant children in early elementary school. Using a socioeconomically diverse sample of 258 Chinese American children (53% receiving free-or reduced-price school lunch), we assessed EC with a combination of parent and teacher reports, computerized neuropsychological tests, and a behavioral frustration task. Children's math calculation and English literacy skills were assessed with standardized achievement tests. Results of structural equation modeling suggested that: (a) EC was positively associated with both math and English literacy skills; (b) parents' enculturation was marginally and positively associated with children's EC, and EC mediated the link between parent's enculturation and children's achievement, (c) authoritarian parenting was marginally and negatively associated with children's EC, and EC mediated the link between authoritarian parenting and children's achievement; (d) parents' enculturation had a direct and negative link to children's English literacy skills; and (e) no evidence of an EC × SES interaction was found. The findings highlight the need to consider joint influences of socioeconomic, interpersonal, and cultural factors on children's academic development in immigrant families; and provide support for promoting children's effortful control as an intermediate target of intervention.

show abstract

Asset and Protective Factors for Asian American Children's Mental Health Adjustment

Cited by 38 publications

References 77 publications

The Specificity Principle in Acculturation Science

The Specificity Principle in Acculturation Science

Prosocial Tendencies among Chinese American Children in Immigrant Families: Links to Cultural and Socio‐demographic Factors and Psychological Adjustment

Effortful control and early academic achievement of Chinese American children in immigrant families

Contact Info

Product

Resources

About