Relations between self-representations, intentional self-regulation, and family support in Hispanic adolescents

• In Event: Poster Session 02
  In Poster Session: PS 02 Topic - Race, Ethnicity, Culture, Context

Abstract

Biological, cognitive, and socio-emotional changes represent normative adaptational challenges during adolescence (e.g., Delany & Cheung, 2020; Lerner & Steinberg, 2001). In addition to these normative transitions, recently immigrated adolescents must overcome demands induced by the process of cultural adaptation (e.g., Meca et al., 2017). Baltes’ (1990) selection, optimization, compensation (SOC) tripartite model conceptualizes intentional self-regulation (ISR) as comprising three distinct processes. Selection is the action of goal setting. Optimization refers to the ability to increase resources. Compensation is overcoming loss of strategies and resources that support goal attainment (Geldhof et al., 2010; Lerner et al., 2011). Studies show that the degree to which adolescents engage in ISR strategies promote adaptation (e.g., Gestsdottir et al., 2015). Adolescents’ capacity to set goals, optimize actions, and counterweigh obstacles make ISR skills (i.e., SOC processes) vital regulatory skills that support the transitions of adolescence (Bowers et al., 2014) including acculturative experiences specific to immigrant adolescents. Numerous studies have informed about the predictive utility of ISR skills. These show that ISR skills predict positive youth developmental outcomes (e.g., Lerner et al., 2005) and problem outcomes (e.g., Gestsdottir et al., 2010; Urban et al., 2010). The identification of predictors is central to describing developmental processes and outcomes. For example, self-representations including self-conceptions, the way one thinks about the self and self-esteem, one’s self-evaluations are critical predictors of diverse outcomes. Similarly, the family represents an important context that predicts outcomes. Few studies have examined individual and contextual-level predictors (e.g., Urban et al 2010) of ISR. Even fewer studies have examined ISR in immigrant adolescents. The present study sought to describe relations between individual and familial and ISR using Baltes’ tripartite SOC model in a sample of recently immigrated Hispanic adolescents.
Participants were 285 adolescents of diverse Hispanic national origin. The majority were boys (53%). Their mean age was 14.51 years (SD = .88). Intentional self-regulation measured using the forced-choice format of SOC questionnaire (Freund & Baltes, 2002). Predictor variables included: Self-concept (α = .82) measured by The Self-Perception Profile for Children (Harter, 1985), self-esteem (α = .74) using the Rosenberg Self-esteem Scale (Rosenberg, 1968) and family support (α = .82) was assessed using the Family Relations Scale (Tolan, Gorman-Smith, Huesmann, & Zelli, 1997). A demographic questionnaire asked participants to report demographic information.
Hierarchical multiple regression analysis revealed that family support was a negative predictor and self-representations were positive predictors of ISR skills. For each ISR skill, family support was entered first and self-representations (self-esteem and self-concept) in step 2. Self-representations entered in step 2, significantly improved the model for each ISR skill accounting for 12% of variability in optimization, F Change (2, 281) = 13.08, p < .001, 11% in compensation, F Change (2, 281) = 8.70, p < .001 and, and 4% in selection, F Change (2, 281) = 4.08, p < .01. Present findings indicate family support and self-representations differentially predicted ISR skills. Results are informative for describing patterns of relationships between family support, self-representations, and intentional self-regulation among recently immigrated Hispanic adolescents.

Authors

• Sabrina Des Rosiers, Barry University
  Presenting Author

• Guillermo Wated, Barry University
  Non-Presenting Author

• Seth Schwartz, University of Miami
  Non-Presenting Author