Adaptation Patterns of Indian and American Adolescents

Tyler, Forrest B.; Dhawan, Nisha; Sinha, Yoganand

doi:10.1080/00224545.1988.9922917

Cited by 7 publications

(4 citation statements)

References 13 publications

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“…These findings are consistent with earlier reports that adaptation to college is favorably affected by social support (Hays & Oxley, 1986;Mallinckrodt, 1988;Robbins et al, 1993) and by an active coping style (Otero et al, 1986;Tyler et al, 1988). Despite the fact that Latino and African American students have higher dropout rates than white and Asian American students (Carter & Wilson, 1991;Kemp, 1990), we found that, after controlling for socioeconomic factors, ethnicity as a main effect was not associated with adaptation to college.…”

Section: Predicting Adaptation To Collegesupporting

confidence: 92%

“…However, African Americans have had to cope actively with difficult problems such as racism and to anticipate and plan for their future. Based on studies by Gatz et al (1982), Tyler (1978), Tyler et al (1988), and Zea et al (1991), we hypothesized that the relationship between locus of control and active coping would be moderated by ethnicity in our sample. Specifically, we predicted that locus of control and active coping would be related for Latinos, Asian Americans, and whites, but not for African Americans.…”

Section: Relationships Between Social Support Locus Of Control and mentioning

confidence: 98%

“…Although no studies have examined psychosocial competence and adaptation to college among North American students, both locus of control and active coping have been found to predict low levels of psychological symptomatology and high academic performance among Puerto Rican college students (Otero, Tyler, & Labarta, 1986), as well as positive adaptation to college among Indian students (Tyler, Dhawan, & Sinha, 1988). Tyler et al (1988) surveyed Indian college students and operationalized adaptation as the need to excel or achieve, as well as persistence, in a variety of situations. They found that active coping correlated positively with persistence for all students, but correlated with need for achievement only among students whose parents were college-educated.…”

Section: Ethnicity Psychosocial Competence and College Adaptationmentioning

confidence: 99%

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Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students

Zea

Jarama

Bianchi

1995

American J of Comm Psychol

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Examined relationships among social support, psychosocial competence, and adaptation to college in a sample of 357 African American, Asian American, Latino, and white college students. Social support and active coping were significant predictors of adaptation to college, whereas locus of control was not. However, there was an interaction between ethnicity and locus of control indicating that although internal African American, Latino, and white students had higher adaptation-to-college scores than external students, the opposite was true for Asian Americans. The relationships among social support, internality, and active coping were also explored. Satisfaction with social support and internality were positively related to active coping, but locus of control and social support were unrelated. Active coping and internality were significantly related to each other for all groups except for African Americans. Although most relationships were the same across groups, these findings call attention to the role of ethnicity as a moderator of college adjustment processes.

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Section: Predicting Adaptation To Collegesupporting

confidence: 92%

Section: Relationships Between Social Support Locus Of Control and mentioning

confidence: 98%

Section: Ethnicity Psychosocial Competence and College Adaptationmentioning

confidence: 99%

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Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students

Zea

Jarama

Bianchi

1995

American J of Comm Psychol

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“…There is a need to explore how educated women react to these changing roles and role possibilities. The conceptual orientation underlying this study is based on a psychosocial competence perspective (Tyler et al, 1988). It assumes that the patterns people develop to manage their lives are a function of both the context in which they live and their own unique experiences.…”

Section: Education Social Change and Career Options For Women In Indmentioning

confidence: 99%

Women's Role Expectations and Identity Development in India

Dhawan

2005

Psychology and Developing Societies

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Women's education, employment, and family roles and the interrelations between them have attracted increasing attention during the last few years. Feminists have dispelled long held notions about “women's place” and the accepted myths about their nature and function (Goldstien, 1972). Over the last few decades there has been a tremendous change in laws, attitudes, and norms affecting women's status, roles, and development in society in India. As a result of which women have ventured beyond the traditional role of wife and mother, and have sought employment and careers outside the home, and have actively participated in the economic and social development of the nation (Liddle & Joshi, 1986). There is a restructuring and reorientation of women's roles in contemporary society. However, not much empirical knowledge is available about these changes and the impact they have on women's behaviour, values, or attitudes and identities (Johnson, 1992). Rapid social changes in women's career and family roles are accompanied by a significant transition in their attitude towards career and family. Research in the last decade highlighted the complex relationships between a woman's objective roles and her subjective attitudes regarding these roles, which affect her overall life satisfaction and sense of identity in society (Phillips & Imhoff, 1997). This study examines the role expectation and satisfaction, fears, dreams, aspirations, sense of competence, or lack of it, among college women in contemporary Indian society.

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Depressed mood amongst adolescents: The roles of perceived control and coping style

Speirs

Martin

1999

Aust. j. guid. couns.

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The present study explores the link between perceived control (locus of causation and perceived competence), self-reported coping style (productive and nonproductive coping), and depressed mood amongst a sample of high school students. Internal locus beliefs positively predicted productive coping and negatively predicted non-productive coping. Perceived competence positively predicted productive coping and negatively predicted depressed mood. Non-productive coping positively predicted depressed mood. Findings are discussed with a focus on the implications for counselling professionals in promoting adolescent resilience to depression..

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Adaptation Patterns of Indian and American Adolescents

Cited by 7 publications

References 13 publications

Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students

Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students

Women's Role Expectations and Identity Development in India

Depressed mood amongst adolescents: The roles of perceived control and coping style

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