Adaptation and vulnerability in high‐risk adolescents: An examination of environmental mediators

Abstract

The relationship of characteristics of the social environment to the adaptation of adolescents from high-risk predisposing environments was examined. Specifically, the degree to which adolescents' perceptions of various dimensions of their family and school environment as well as sources of social support related to differential levels of personal well-being and academic adjustment was explored. Multiple regression analyses revealed differences in the salience of the dimensions of the social environment as a function of the particular sphere of functioning under consideration. Implications of the findings for developing a model for understanding the relative vulnerability of individuals at risk as well as of the design of preventive interventions are discussed.

Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

“…This is especially troublesome given the fact that students' perceptions of teacher support have been consistently linked with increased achievement motivation, academic success (Felner, Aber, Primavera, & Cauce, 1985;Goodenow, 1993;Wentzel & Asher, 1995), and feelings of well-being (Eccles & Harold, 1993;Roeser, Midgley, & Urdan, 1996;Ryan et al, 1994). During the middle school years, early adolescents' relationships with teachers become increasingly significant as adolescents look for role models and support from nonparental adults (Lee et al, 1999;Wigfield et al, 1998).…”

Do Social Resources Protect Against Lower Quality of Life Among Diverse Young Adolescents?

“…For example, teacher support, in addition to family cohesion, was associated with more favorable outcomes in adolescents (Felner, Aber, Primavera, & Cauce, 1985) and perceived increases in teachers' support predicted decreases in depressive symptoms and increases in self-esteem (Reddy, Rhodes, & Mulhall, 2003). In first-generation Latino youth, teacher support reduced internalizing symptoms (Potochnick & Perreira, 2010).…”

Perceived ecological congruence across family/school environments: Impact on the consistency of behavioral patterns and adaptation among children and youth

“…A number of studies suggest that levels of youth adaptation are systematically linked with the perceived social environments of both classroom and family settings (Felner, Aber, Cauce, & Primavera, 1985;Felner, Gintner, & Primavera, 1982;Trickett & Moos, 1974). In elementary grades, more positive teacher ratings of children's behavioral adjustment and academic competence have been linked to dimensions of the classroom environment, including higher teacher-rated affiliation, involvement, order and organization and rule clarity (Boike, Cowen, DeStefano, Felner, & Gesten, 1982; Humphrey, 1984;Weisz & Cowen, 1974; Wright, Cowen, & Kaplan, 1982), and to higher levels of student-rated order and organization, affiliation, innovation, teacher control, and task orientation (Toro et al, 1985;.…”