Troy E. Beckert

The Relationship Between Individualistic, Collectivistic, and Transitional Cultural Value Orientations and Adolescents’ Autonomy and Identity Status

In an effort to validate the use of a Western model of adolescent development with Asian youth, 781 urban and rural Taiwanese high school students (56% female) completed questionnaires about their development. Adolescents were first divided into cultural value orientations (i.e. collectivistic, individualistic, or transitional) and compared geographically. There were statistically significant differences in cultural value orientations only for rural youth. Identity statuses and levels of cognitive autonomy were then compared according to cultural value orientations and gender. Adolescents who self-identified as collectivistic were significantly more likely to self-identify as achieved rather than diffused compared to transitional adolescents. Gender, more than cultural value identifications, significantly differentiated these youth in regard to issues of cognitive autonomy measured in this study (i.e. evaluative thinking, voicing opinions, making decisions, self-assessing, and comparative validation). Taken in whole, these findings support the use of a Western model of adolescent development for Taiwanese youth.

Adolescent Learning and the Internet Implications for School Leadership and Student Engagement in Learning

Students were electronically polled about the influence of the Internet in their education and ways teachers could use this resource to motivate them and increase their learning. Responses from the 956 adolescents showed that the school quest to increase student engagement could more often be met through online assignments that facilitate self-directed learning. The practice of teachers spending much of their time preparing and presenting lessons should become more balanced to reflect the powerful presence of the Internet as the main source of student information. This shift requires a new focus in teacher preparation and in-service development for local schools. Specific changes in the roles of principals and teachers to offer greater school support for Internet learning are identified.

“They Always Ask What I'm Doing and Who I'm Talking to”: Parental Mediation of Adolescent Interactive Technology Use

Burgeoning technology provides instant access to information and communication. Responsible adults are concerned about the material accessed by adolescent technology users. From an ecological systems lens, using a mixed-methods design, the current study identified adolescent and parent perceptions of parental mediation of adolescent interactive technology use (i.e., cell phones, Internet). Eighty adolescents (16–18 years of age) and their parents (n = 113) participated in the study that identified generational differences in perceptions of parental mediation, techniques for mediating interactive technology (i.e., monitoring data and usage, active mediation, rules, restriction), and adolescent perceptions of the process of parental mediation. We used the results to propose principles for parental mediation of adolescent interactive technology use and provide directions for future research.

Parent Success Indicator Cross-Cultural Development and Factorial Validation

This study examined whether the original factor structure of the Parent Success Indicator (PSI) could be replicated with scores from generational views on both the English- and Mandarin-language versions of the instrument. The 60-item PSI was evaluated using responses from 840 Taiwanese parents (n = 429) and their 10- to 14-year-old adolescents (n = 411), along with 1,618 parents ( n = 794) and their 10- to 14-year-old adolescents (n = 824) from the United States. The six-factor solution set resulting from varimax and oblimin rotation accounted for between 46% and 54% of the total variance in the four analyses, confirming the original conceptual intent of the instrument. The pattern of item-to-factor correlation suggests a goodness of fit ranging from 51 to 56 of the 60 items for the four respondent groups.

Cyberbullying: Assessment of Student Experience for Continuous Improvement Planning.

This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about ho...This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about how cyberbullying affects their personal lives. Principals’ impressions about the benefits of student polling are explained along with the Cyberbullying Poll outcomes. Principals concluded that student input is an important contribution for consideration in development of continuous improvement planning for their school.

Taiwanese adolescent cognitive autonomy and identity development: The relationship of situational and agential factors

Taiwanese professionals have adopted information about adolescent psychosocial development from Western societies. However, scholars know little about whether they have properly applied the models to both rural and urban youth. The purpose of this study was to examine the development of cognitive autonomy and ego identity in Taiwanese adolescents from Taipei City and surrounding rural counties. We controlled for gender and examined both situational (residential location, family income, and school type) and agential factors (culture value affiliation, attachment, and resiliency) to determine the extent to which each predicted psychosocial developmental outcomes. Among all the factors in this study, resiliency had the most distinctive relationship with adolescent psychosocial development. Each factor successfully predicted specific aspects of psychosocial development for these youth. We conclude with a discussion of the utility of using Western models of development.

DETERMINING THE SUCCESS OF GRANDPARENT EDUCATION

The purpose of this study was to evaluate the outcomes of a course for grandparents. A sample of 87 consanguineous subjects included 29 grandparents, 29 grandchildren, and 29 of the grandchildrens parents. Twelve class sessions explored how the experiences of growing up and raising children differ from the recent past and attempted to identify corresponding changes required for the older relatives. Each generation was administered the Grandparent Strengths and Needs Inventory before and after grandparents attended the course. The participants reported perceptions regarding six dimensions of grandparent attitudes and behaviors. Changes in the performance of grandparents were compared using t‐tests. According to the grandparents, the course resulted in increased satisfaction (p < .05), greater success (p < .05) and more effective teaching (p < .05) in family relationships. They reported making gains for 58 out of 60 items. Parents and grandchildren corroborated most of these gains by higher posttest scores...

African American Mothers of Early Adolescents Perceptions of Two Generations

This study sought to determine how 271 African American mothers of 10- to 14-year-olds viewed their strengths and limitations as parents and to detect how 292 children from this age group perceived the parent performance of their mothers. Significant generational differences were found in four of six scales and 30 of 60 items on the Parent Success Indicator. The independent variable with the greatest influence on how both generations saw parent success was the amount of time they spent together.

Adolescent Bullies on Cyber Island.

Decisions regarding school improvement are based on observations of adults. A more accurate picture of institutional assets and limitations emerges when observations of students are also considered. This presentation shows how student polling can help principals enhance conditions of learning and safety. Implications of Cyberbully Poll results at one junior high are summarized so that stakeholders can understand local severity, motivation for abuse, and need for greater parent orientation to this danger. The leadership role of principles is emphasized.

Taiwanese Grandmothers: Strengths and Learning Needs as Perceived by Grandmothers, Mothers, and Granddaughters

The purposes of this study were to (a) determine how three generations of females from the same families perceived the grandmothers, (b) identify strengths and learning needs of the grandmothers, and (c) recommend guidelines and curriculum themes to assist the grandmothers in adjusting to change. The 348 Taiwanese subjects included grandmothers (n = 116), mothers (n = 116), and teenage granddaughters (n = 116). Subjects completed a Mandarin version of the Grandparent Strengths and Needs Inventory. Each generation reported favorable ratings for grandmothers on the frustration, difficulty, information needs, and satisfaction scales. Unfavorable ratings were given for the teaching and success scales.