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Poster #215 - The moderator or mediator functions of relationship quality between goal compensated behavior and adolescents’ confidence

Sat, March 23, 12:45 to 2:00pm, Baltimore Convention Center, Floor: Level 1, Exhibit Hall B

Integrative Statement

Using the relational, developmental systems model of the individual <—> context relations involved in the Positive Youth Development (PYD) framework (Lerner et al., 2005), this study examined mediator and moderator functions of ecological assets (relationship quality) between strengths of adolescents (goal compensated behavior, part of intentional self-regulation) and one of the 5C (self confidence). PYD conceptualizes that positive development is related to mutually beneficial relations between individuals and their contexts, and is fostered when ecological assets are tailored toward adolescents’ developmental needs (Eccles et al., 1993; Lerner et al., 2005). The study sample was composed of indigenous and Han Chinese adolescents in both sexes allowing for an investigation of the developmental ‘fit’ with ethnicity and gender in mind.

Method: Eight-hundred-twelve 7th to 9th graders (42.6% indigenous, 57.4% Han Chinese; 51% male) completed questionnaires asking about their goal compensated behavior (Freund & Baltes, 2002), parent-child and peer relationships (Armsden & Greenberg, 1987), teacher-student relationship (Murray & Zvoch, 2011), and self confidence (Phelps, Zimmerman, Warren, Jeličić, von Eye, & Lerner, 2009). The indigenous and Han differed in their family SES and parents’ marital status with the indigenous having lower SES status and fewer parents remained married (56.3% versus 82.4%). Moderator and mediator functions of relationship quality were examined following Baron and Kenny’s (1986) procedure. Hierarchical regressions were administered individually for the sub-samples of indigenous, Han, indigenous male, indigenous female, Han male, and Han female.

Results: Hierarchical regression analyses were conducted with goad compensated behavior entering first following by parent-child, teacher-student, and peer relationships. Significant mediator function of parent-child relationship was found in the Han sub-sample (see table 1). Parent-child relationship explained most of the relation between Han adolescents’ goal compensation behavior and self-confidence. Mediator effect was tested using bootstrap method (Shrout & Bolger, 2002) showing .001 significant mediating effect of parent-child relationship (95% CI [.04, .12]). Significant moderator function of teacher-student relationship was found in the indigenous male sub-sample (see table 2). Single slope regression analysis (Aiken & West, 1991) showed that teacher-student relationship fostered self confidence for those indigenous male reportedly showing fewer goal compensation behavior. No significant moderator or mediator functions were found in the sub-sample of indigenous, indigenous female, Han male, and Han female.

The results indicated that quality relationships with adults remained important during adolescence. Quality parent-child and teacher-student relationships might foster adolescents’ confidence through shaping and refining the developing intentional self-regulatory ability whether in a mediator or moderator function. Relationship quality reported by the indigenous female did not show any mediating or moderating effect, however. Future studies might like to consider the intersecting nature of ethnicity and gender; so, it is possible to further elucidate the concept of PYD in diverse developmental and cultural contexts.

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