Development of Mastery during Adolescence: The Role of Family Problem-solving
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Katherine E. Masyn is an assistant professor at the University of California, Davis. Her research focuses on the development, refinement, and application of latent variable models for understanding population heterogeneity in longitudinal processes such as growth trajectory, event history, and latent transition analyses., Barbara Shebloski is a postdoctoral scholar with the Family Research Group and lecturer in human and community development at the University of California, Davis. Her research focuses on parenting and sibling relationship quality, and factors related to continuity and change in intergenerational educational achievement., Shannon Tierney Williams is a research associate with the University of California, Davis and Zetetic Associates. Her research focuses on the importance of children's interpersonal relationships within the context of families, child care settings, and schools from infancy through adolescence., Wendy M. Little is a doctoral candidate in human development at the University of California, Davis. Her research focuses on family processes, sibling relationships, and individual adjustment during adolescence and emerging adulthood. |
| ANO | 2009 |
| TIPO | Artigo |
| PERIÓDICO | Journal of Health and Social Behavior |
| ISSN | 0022-1465 |
| E-ISSN | 2150-6000 |
| EDITORA | JSTOR (United States) |
| DOI | 10.1177/002214650905000107 |
| CITAÇÕES | 11 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
565f794491710509374ecef0a013655d
|
Resumo
A sense of mastery is an important component of psychological health and well-being across the life-span; however, relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family socioeconomic status (SES) in the form of parental education promotes effective family problem-solving, which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem-solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem-solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem-solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.