Family Environment, Effortful Control, and Adjustment Among European American and Latino Early Adolescents

Loukas, Alexandra; Roalson, Lori A.

doi:10.1177/0272431606291939

Cited by 48 publications

(52 citation statements)

References 55 publications

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“…Cognitive problem-solving, coping effectiveness, scholastic achievement, gender identification, and effortful control were not protective for African American and Hispanic adolescents (Gerard and Buehler 2004;Loukas and Roalson 2006;McCoy and Major 2003;Tolan et al 2013). In fact, cognitive problem-solving and scholastic achievement increased the risk of depressed mood among African American adolescents in one study (Gerard and Buehler 2004).…”

Section: Not Protectivementioning

confidence: 83%

Protective Mechanisms for Depression among Racial/Ethnic Minority Youth: Empirical Findings, Issues, and Recommendations

Scott

Wallander

Cameron

2015

Clin Child Fam Psychol Rev

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We (1) review empirical studies that report findings regarding putative protective mechanisms when exposed to risk of depression in African American and Hispanic adolescents; (2) identify key protective mechanisms for different risk contexts that garner empirical support; (3) synthesize the mechanisms identified as protective against depression among racial/ethnic minority adolescents; and (4) discuss improved methods for advancing understanding of resilience against depression in minority youth. The studies were selected from PsycINFO searches that met the following inclusion criteria: participants between 12 and 21 years of age, inclusions of racial/ ethnic minority members, examining protection through an interaction with a risk factor, and outcome measures of depression, depressed mood, or depressive symptomatology. We found 39 eligible studies; 13 of which included multiple racial/ethnic groups. The following were supported as protective mechanisms, at least preliminarily, for at least one racial/ethnic group and in at least one risk context: employment, extracurricular activities, fatheradolescent closeness, familism, maternal support, attending predominately minority schools, neighborhood composition, non-parent support, parental inductive reasoning, religiosity, self-esteem, social activities, and positive early teacher relationships. To investigate protective mechanisms more comprehensively and accurately across individual, social, and community levels of influence, we recommend incorporating multilevel modeling or multilevel growth curve analyses and large diverse samples.

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Section: Not Protectivementioning

confidence: 83%

Protective Mechanisms for Depression among Racial/Ethnic Minority Youth: Empirical Findings, Issues, and Recommendations

Scott

Wallander

Cameron

2015

Clin Child Fam Psychol Rev

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“…Results for self-regulatory measures of temperament were consistent, although based on only a few studies. Two studies examined inhibitory control and did not find significant interactions (Olson et al, 2000;Rioux et al, 2016) and three studies examined effortful control, finding significant interactions (Bakker et al, 2011;Loukas & Roalson, 2006;Sentse et al, 2011). One additional cross-sectional study examined duration of orienting and attentional focus and found significant interactions (Windle, 1992).…”

Section: Interactions Between Temperament and The Family Environmentmentioning

confidence: 98%

“…Effect sizes were small when the interaction involved coercive parenting and mother-infant affectionate contact, but it was of medium magnitude when the interaction involved parental monitoring. Conversely, three studies examined effortful control and found significant interactions that supported the diathesis-stress model (Bakker et al, 2011;Loukas & Roalson, 2006;Sentse et al, 2011), all with small effect sizes and large sample sizes. These three studies used data exclusively in adolescence and two of them used data from the same sample (Bakker et al, 2011;Sentse et al, 2011).…”

Section: Self-regulationmentioning

confidence: 99%

“…A longitudinal study conducted by Loukas and Roalson (2006) followed 459 participants, averaging 12 years of age at baseline (ranging from 10 to 14 years), for one year. There was no significant interaction between effortful control and parent-child conflict assessed at 12 years in the prediction of conduct problems one year later and the effect size was close to zero (β = −0.06).…”

Section: Self-regulationmentioning

confidence: 99%

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The interaction between temperament and the family environment in adolescent substance use and externalizing behaviors: Support for diathesis–stress or differential susceptibility?

Rioux

Castellanos‐Ryan

Parent

et al. 2016

Developmental Review

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Both individual and environmental factors predict externalizing behaviors and substance use (EB-SU); however, different patterns of interaction among these factors may have different implications. This review first examines how temperament and the family environment interact in the prediction of adolescent EB-SU. Second, studies are reviewed according to two theoretical models: (1) diathesis-stress, i.e., certain individual characteristics are linked to vulnerability and later problems in adverse environments; (2) differential susceptibility, i.e., these characteristics are linked to susceptibility, predicting problems in adverse environments, but also better than average outcomes in good environments. Fourteen studies focusing on the prediction of EB-SU at ages 12-18 were selected through a literature search. Results showed that certain temperament traits (high levels of impulsivity and disinhibition; low levels of effortful control, negative affect, fearfulness and shyness), hereby designated as "adventurous" disposition, were associated with higher levels of EB-SU in adverse family environments. Some studies also showed that children with "adventurous" temperament traits in positive environments had the lowest levels of EB-SU. This suggests that prevention of EB-SU might target family factors such as parenting and focus on children with "adventurous" temperament traits. Further, studies that supported the differential susceptibility model were those assessing temperament and the family environment in childhood and studies that supported the diathesis-stress model assessed these variables in adolescence. It is thus possible that some of these "adventurous" temperament traits, with regard to EB-SU, would be indicators of susceptibility to both enriched and adverse environments in childhood but no CIHR Author ManuscriptCIHR Author Manuscript CIHR Author Manuscript longer in adolescence, when they would only be indicators of vulnerability to adverse environments. KeywordsDiathesis-stress; Differential susceptibility; Temperament; Family; Externalizing; Moderation Adolescent substance use has several adverse short-and long-term consequences, including addiction, poor academic achievement, sleep disturbances, depression, suicidal behavior, injuries, overdoses, car accidents, teenage pregnancy, sexually transmitted diseases and liver disease (Newbury-Birch et al., 2009;Single, Rehm, Robson, & Van Truong, 2000;Stolle, Sack, & Thomasius, 2009). Correlates of substance use in adolescence include both individual and environmental characteristics (Chartier, Hesselbrock, & Hesselbrock, 2010;Patrick & Schulenberg, 2013). While internalizing problems are more strongly associated with substance use in adulthood (Chan, Dennis, & Funk, 2008;Grant et al., 2004;King, Iacono, & McGue, 2004), a history of externalizing behaviors beginning in early childhood is more likely to be observed in adolescents using substances (Chan et al., 2008;Jester et al., 2008;Pingault et al., 2013;Zucker, Heitzeg, & Nigg, 2011). Furthermore,...

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“…Although there is not a singular definition for school climate, most researchers agree that a positive school climate exists when all students feel comfortable, wanted, valued, accepted, and secure in an environment where they can interact with caring people they trust (Loukas & Robinson, 2004). Collectively and individually, a positive school climate can have a major impact on the success of all students in the school (Loukas & Roalson, 2006). Moreover, a positive school climate can have a major impact on teachers and their job satisfaction and efficacy (Taylor & Tashakkori, 1995).…”

Section: Introductionmentioning

confidence: 99%

Perceptions and relationships to school resources and academic achievement: Implications for the principal as instructional leader

Boudreaux¹,

Martin²,

McNeal³

2016

IJRSE

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Multiple elements help to define school climate and its dimensions. The focus of an effective school climate is often on relationships/quality interactions, parental/community involvement, order and discipline, trust and feelings of safety, and classroom overcrowding. However, there is insufficient research on the elements of school resources and the relationship to student academic achievement. There are even fewer studies on teachers' perceptions of this element and its affect student achievement. The researchers used secondary data to analyze teachers' perceptions related indices of school resources and its direct relationship to student academic achievement. According to the data results, there were no significant differences between elementary and middle school teachers' perceptions about access to resources. However, there was a difference in teachers' perceptions who worked in schools with proficient reading and math scores on standardized test.

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Family Environment, Effortful Control, and Adjustment Among European American and Latino Early Adolescents

Cited by 48 publications

References 55 publications

Protective Mechanisms for Depression among Racial/Ethnic Minority Youth: Empirical Findings, Issues, and Recommendations

Protective Mechanisms for Depression among Racial/Ethnic Minority Youth: Empirical Findings, Issues, and Recommendations

The interaction between temperament and the family environment in adolescent substance use and externalizing behaviors: Support for diathesis–stress or differential susceptibility?

Perceptions and relationships to school resources and academic achievement: Implications for the principal as instructional leader

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