Andrew J. Supple

A Comparison of Computer-Assisted and Paper-and-Pencil Self-Administered Questionnaires in a Survey on Smoking, Alcohol, and Drug Use

This study compares estimates of self-reported substance use and psychological well-being obtained in computer-assisted and paper-and-pencil self-administered surveys. The authors examine the extent to which mode effects on survey responses are moderated by respondent characteristics and respondent attitudes, including attitudes toward computers, attitudes about confidentiality and privacy, and their general mistrust of others. Respondents age 12-34 were selected through a multistage area probability sample of urban and suburban areas nationally and were randomly assigned to interview mode. There were few main effects of mode on self-reported substance use and well-being. Significant mode-by-age interaction terms revealed that adolescents were more sensitive to mode of administration than older respondents. Adolescents reported significantly higher levels of alcohol use, illicit drug use, and psychological distress in the computer mode than on paper self-administered questionnaires. Significant mode-by-mistrust interactions were also found. Respondents with higher levels of mistrust in others were less likely to report substance use in the computer mode than in the paper-and-pencil format.

Response Effects Due to Bystander Presence in CASI and Paper-and-Pencil Surveys of Drug Use and Alcohol Use

In this study we investigated the influence of bystanders on self-administered interviews asking about the use of alcohol and illicit drugs. Interview participants were adolescents and young adults living in urban and suburban areas of the United States. Participants were assigned randomly to either a computerized or a paper-and-pencil self-administered interview. Results show that the impact of bystanders during the interview varies according to the identity of the bystander, age of the person interviewed, and the mode of interview. When a parent was present during the interview, survey participants were less likely to report the use of alcohol and marijuana. The influence of parents was stronger for adolescents than for young adults. The use of computer-assisted self-administered interviewing, compared to interviews with paper-and-pencil forms, reduced the effects due to the presence of parents during the interview. The presence of siblings during the interview had a small, negative effect on reports of using alcohol or illicit drugs. Among married or cohabiting respondents, the presence of the husband, wife, or live-in partner had no influence on reports of alcohol use or drug use. [Translations are provided in the International Abstracts Section of this issue.]

Adolescents’ Perceptions of Parental Behaviors as Predictors of Adolescent Self-Esteem in Mainland China

Parents’ child-rearing behaviors have been identified as major sources of influence on the self-esteem of adolescents from Western societies and Chinese adolescents in Hong Kong. The pattern of relationships found in samples of Hong Kong adolescents has been similar to the pattern found among samples of U.S. adolescents, but contrary to what might be expected in collectivistic societies such as mainland China. The purpose of this study, therefore, was to test specific dimensions of parenting behaviors as possible predictors of adolescents’ self-esteem in mainland China. Self-report data were acquired for this study from 480 adolescents who attended secondary schools located in Beijing. Results indicated that patterns of socialization between parents and adolescents in mainland China were similar to those found in the United States, although explanations for these results may differ from those characteristic of the United States and other Western societies. Reasoning, monitoring, and autonomy-granting behavior by Chinese parents were positive predictors, whereas punitiveness was a negative predictor of Chinese adolescents’ self-esteem (both males and females). Contrasting with patterns commonly found in the United States was the finding that parental support was not a predictor of Chinese adolescents’ self-esteem.

Factor Structure of the Rosenberg Self-Esteem Scale:

This study evaluated the factor structure of the Rosenberg Self-Esteem Scale (RSES) with a diverse sample of 1,248 European American, Latino, Armenian, and Iranian adolescents. Adolescents completed the 10-item RSES during school as part of a larger study on parental influences and academic outcomes. Findings suggested that method effects in the RSES are more strongly associated with negatively worded items across three diverse groups but also more pronounced among ethnic minority adolescents. Findings also suggested that accounting for method effects is necessary to avoid biased conclusions regarding cultural differences in self-esteem and how predictors are related to the RSES. Moreover, the two RSES factors (positive self-esteem and negative self-esteem) were differentially predicted by parenting behaviors and academic motivation. Substantive and methodological implications of these findings for cross-cultural research on adolescent self-esteem are discussed.

The Influence of Parental Support, Knowledge, and Authoritative Parenting on Hmong and European American Adolescent Development:

This study used a community-wide survey of adolescents to compare adolescent perceptions of parental support, knowledge, and authoritative decision making in samples of Hmong and European Americans. Additional analyses considered variation in parental influence on adolescent outcomes across these groups. The results suggested that Hmong American youth perceived less parental support and knowledge and were less likely to report authoritative decision making with parents. Parental support and knowledge were associated with higher self-esteem and grade point average (GPA) and lowered risky health behaviors in both samples. Results also suggested that authoritative decision making by mothers was a more important predictor of adolescent GPA and risky behaviors for the European American adolescents.

The Protective Role of Familism in the Lives of Latino Adolescents

Familism, a Latino value that promotes loyalty, cohesiveness, and obedience within the family, predicts improved outcomes for Latino adolescents. However, few studies have tested whether familism serves a protective role when adolescents are facing stress. We examined whether familism predicted psychosocial outcomes in the context of stress, and whether familism moderated the relationship between peer discrimination, acculturative stress, and economic stress predicting these outcomes in a sample of 173 Latino adolescents. Familism was associated with fewer depressive symptoms and greater school attachment, but it did not moderate the relationship between any of the stressors and outcomes. Discrimination was associated with greater depressive symptoms, worse school attachment, and greater perceived barriers to college, but socioeconomic stress and acculturation stress did not uniquely predict these outcomes once taking into account discrimination. Thus, although familial culture values lead to improved outcomes in youth, they are unable to counter the detrimental effects of discrimination.

Assessing the Cross-Cultural Validity of a Parental Autonomy Granting Measure: Comparing Adolescents in the United States, China, Mexico, and India

This study investigates the cross-cultural validity of a 10-item parental autonomy granting measure with samples of adolescents from the United States, China, Mexico, and India. Multigroup confirmatory factor analysis suggested a moderately high degree of cross-cultural equivalence, particularly for the United States and China. Invariance in item loadings was found across samples, with the exception of items assessing freedom regarding career choices and encouragement to participate in family decisions. Correlations between autonomy granting and three criterion factors suggested that, across cultures, parental autonomy granting is associated with higher perceptions of parental support and greater effort exerted in school. Correlations varied in reference to associations between parental autonomy granting and reports of love withdrawal from mothers and fathers. Results also suggested that mean levels of autonomy granting from parents were highest in the U.S. sample and lowest in China. Results provide support for the universality of autonomy granting as a salient aspect of parenting across cultures but also point to areas where significant cultural differences exist.

Parent-Youth Relationships and the Self-Esteem of Chinese Adolescents: Collectivism versus Individualism

Abstract This study sought to determine how several child-rearing behaviors within the Chinese parent-adolescent relationship were predictive of youthful self-esteem through either collectivistic or individualistic socialization approaches. Theoretically based relationships were tested with structural equation modeling to examine whether dimensions of parental behavior (i.e., support, reasoning, monitoring, and punitiveness) influenced the self-esteem of Chinese adolescents through the mediating influences of either conformity (i.e., collectivism) or autonomy (i.e., individualism) in reference to parents. The sample for this study consisted of 497 adolescents from Beijing, China, ranging in age from 12-19 years of age. Data were acquired with self-report questionnaires administered in school classrooms. Results provided support for parental behaviors as predictors of self-esteem development through individualistic patterns of socialization. Although collectivistic parent-adolescent patterns did not predict the self-esteem of Chinese adolescents, several results supported a collectivistic conception of socialization through significant relationships involving parental behaviors as predictors of adolescent conformity to parents. Some results of this study highlight the significance of parental support and dimensions of moderate parental control (e.g., reasoning and monitoring) within the Chinese parent-adolescent relationship, while identifying only a minimal role for punitive behavior.

Dimensionality and Validity of the Rosenberg Self-Esteem Scale for Use With Latino Adolescents

This study evaluated the construct validity and factor structure of the Rosenberg Self-Esteem Scale (RSES) using a large sample (n = 814) of adolescents in Mexican, Salvadoran, and Guatemalan immigrant families who completed surveys in English. Results suggested that the RSES may be best specified as assessing two somewhat distinct yet related constructs. There was a high degree of measurement equivalence across the three nationality groups and also a high degree of equivalence across samples separated by generational status (adolescents born in the United States vs. not). There was relatively strong evidence to suggest that bidimensionality of the RSES for use with Salvadoran and Guatemalan adolescents is related to method effects associated with negatively worded items. Findings also suggested that two RSES factors (positive self-esteem and self-deprecation) assess substantively distinct elements of self-esteem as psychological control by mothers, age, and generational status were more strongly related to a self-deprecation (negatively worded items) factor than to a positive self-esteem factor. Implications for using the RSES in research on Latino adolescents are discussed.

Gendered academic adjustment among Asian American adolescents in an emerging immigrant community.

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field’s restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.