Ellen Greenberger

Perceived family relationships and depressed mood in early and late adolescence: A comparison of European and Asian Americans

This study examined perceived parent-adolescent relationships and depressed mood among 173 early adolescents and 297 college students, all of European or Asian American background. Ethnic differences in depressed mood, not evident in the early adolescent sample, emerged in the college sample, with Asian Americans reporting more symptoms. Ethnic differences in depressed mood were reduced to nonsignificant when quality of parent-adolescent relationships was statistically controlled. The magnitude of associations between measures of parent-adolescent relationships and depressed mood was strikingly similar for European and Asian Americans at the same phase of adolescence. As anticipated, perceived parent-adolescent relationships accounted for more of the variance in depressed mood in early adolescence than in late adolescence: 44% to 51 % for the junior high samples and about 10% for the college samples.

Item-wording and the dimensionality of the Rosenberg Self-Esteem Scale: Do they matter?

Some researchers contend that the Rosenberg Self-Esteem Scale taps two dimensions of self-image, whereas others argue that the two dimensions (positive and negative) are merely an artifact of item wording. To directly test these competing views, we had 741 ethnically diverse university undergraduates take one of three versions of the 10-item Rosenberg Scale: the original version comprised of five positively worded and five negatively worded items, or one of two alternative versions comprised of 10 positively worded or 10 negatively worded items. Analyses indicated that the original version fit a two-factor model, whereas the reworded versions generally fit a one-factor model. All three versions had high validity for different ethnic groups, but the revised-positive version had less overlap with a measure of depression, and both revised versions had less overlap with a measure of self-deception.

The measurement and structure of psychosocial maturity

The educational community lacks tools for assessing the nonacademic growth of students — their growth as persons and as social beings. This paper describes the development of an attitude inventory based on an interdisciplinary model of psychosocial maturity. The Psychosocial Maturity Inventory, a self-report instrument, is comprised of nine subscales and is suited for the assessment of youngsters in the approximate age range 11–18. Among the studies reviewed are ones which (1) specify at various age levels the internal consistency of the subscales, (2) report the association between the subscales and various measures of academic achievement, and (3) describe the relationship of the subscales to other measures of personality such as “faking good,” anxiety, and self-esteem. Factor analyses of the Inventory provide an empirical base for testing the proposed theoretical structure of psychosocial maturity.

Population Migration and the Variation of Dopamine D4 Receptor (DRD4) Allele Frequencies Around the Globe

Abstract This article reports an association between the variation of dopamine D4 receptor (DRD4) allele frequencies around the globe and population migration patterns in prehistoric times. After compiling existing data on DRD4 allele frequencies of 2,320 individuals from 39 populations and on the migration pattern of these groups, we found that, compared to sedentary populations, migratory populations showed a higher proportion of long alleles for DRD4. The correlation between macro-migration (long-distance group migration) and the proportion of long alleles of DRD4 was .85 ( p p = .001). We discussed the adaptive value of long alleles of DRD4—a genetic trait that has been linked in some studies to the personality trait of novelty-seeking and to hyperactivity— in migratory societies and the possibility of natural selection for a migration gene.

Toward a Concept of Psychosocial Maturity.

Schools below the college level traditionally have been preoccupied with only one outcome of education: growth in measurable cognitive skills. While there is at present a growing recognition of the schools actual and potential role in promoting personal and social growth, a convincing model of nonacademic objectives is lacking, as is a tool for assessing childrens progress toward nonacademic objectives. To this end, the authors construct a model of psychosocial maturity which specifies measurable attitudes and dispositions. The model of psychosocial maturity integrates sociological and psychological views of the person; that is, it takes into account the requirements of societies as well as the healthy development of individuals. The model outlines three general dimensions of maturity which are likely to be relevant in all societies. These are (1) the capacity to function adequately on ones own, (2) the capacity to interact adequately with others, and (3) the capacity to contribute to social cohesion. Nine attributes judged pertinent to these capacities in this society are then defined. The final sections of the paper discuss problems in the measurement of psychosocial maturity, describe the form of an instrument presently being devised, and suggest research uses of the instrument.

A Cross-Cultural Study of Family and Peer Correlates of Adolescent Misconduct.

Participants were 4 groups of early adolescents from middle-class backgrounds (European and Chinese Americans in southern California and Chinese in Taipei, Taiwan, and Beijing, China). The 591 adolescents (M age = 13.8 years) completed questionnaires about their involvement in misconduct and about family and peer characteristics. Mothers of a subsample of adolescents (n = 405) also completed a questionnaire about their relationships with their adolescents. The 4 groups of adolescents reported significantly different mean levels of family and peer correlates but showed strikingly similar levels and patterns of self-reported misconduct. Structural equation models revealed that 2 latent variables (family relationships and peer sanctions) accounted for more variance in misconduct among European and Chinese American adolescents (51%-62%) than among the 2 Chinese groups (15%-24%), mainly because of a greater contribution of peer factors in the former groups.

Contributions of a supportive work environment to parents' well-being and orientation to work.

Examined the joint and unique contributions of informal social support in the workplace and formal, family-responsive benefits and policies provided by employers to the job-related attitudes and personal well-being of employed parents with a young child. Eighty married men, 169 married women, and 72 single women with a preschool child completed a survey concerning social support from co-workers and supervisor, utilization of family-responsive benefits and policies, readiness to leave the employer for additional benefits, job satisfaction, organizational commitment, role strain, and health symptoms. Among the findings: (a) Fathers and mothers expressed equal levels of job satisfaction and organizational commitment, but mothers reported more role strain and health symptoms; (b) nearly 48% of married womens organizational commitment was accounted for by measures of support in the workplace; (c) informal social support at work was significantly more important to mens well-being than that of women; and (d) formal, family-responsive policies appeared more consequential for the prediction of womens role strain, perhaps because of womens greater responsibility for adjusting work life to meet the demands of family roles.

Adolescent Self-Esteem in Cross-Cultural Perspective Testing Measurement Equivalence and a Mediation Model

Theorists and researchers have raised the question of whether self-esteem has similar meanings and correlates in individualistic and collectivist cultures. This study examined the cross-cultural equivalence of the Rosenberg Self-Esteem Scale in four countries and compared its association with parental warmth and acceptance and depressed mood. Participants were 11th graders in the United States (n = 422), the Czech Republic (n = 490), China (n = 502), and Korea (n = 497). Cross-cultural similarities in the factor structure of the self-esteem scale and in the relations of self-esteem to other variables were more striking than cross-cultural differences. Across cultures, parental warmth was significantly related to both positive and negative self-image, each of which in turn was related significantly to depressive symptomatology. There was little evidence for the hypothesis that self-esteem would more strongly mediate the relation between parental warmth and adolescent depressive symptoms in the more individualistic(as opposed to collectivist) cultures.

Values and Creativity

ABSTRACT Does extrinsic motivation inhibit or foster creativity? Whereas previous researchers examined the effects of externally controlled extrinsic motivation on creativity, we focus on the effects of self-determined extrinsic motivation arising from ones personally held core values. In this study, we present a theoretical argument which predicts that (a) creative behavior is fostered by certain value types, inhibited by other value types, and holistically related to the total integrative-dynamic pattern of value types identified by Schwartz (1994), and (b) creative performance is synergistically promoted by the interaction between the Self-Direction value type and intrinsic motivational orientation. These hypotheses were tested in a study of 248 undergraduates whose value priorities and intrinsic motivational orientation were measured by self-report and whose creative performance was assessed across multiple tasks in the verbal, artistic, and mathematical domains. All predictions were supported.

High School Students in the Labor Force: Some Costs and Benefits to Schooling and Learning:

For several decades, social critics have questioned the almost exclusive emphasis placed on formal instruction in promoting the development of adolescents (Goodman, 1971; Illich, 1971) and have proposed that the education and socialization of all students, not just those bored with or alienated from school, would be facilitated by earlier experience in the world of work, either as an alternative or a complement to high school (National Panel on High Schools and Adolescent Education, 1976; Panel on Youth of the Presidents Science