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    REACHING TOWARDS RESILIENCE: SCHOOL MOTIVATION MODERATES THE RELATION BETWEEN PROBLEMATIC PARENTING AND ADOLESCENT EXTERNALIZING BEHAVIORS

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    Genre
    Thesis/Dissertation
    Date
    2020
    Author
    Hamdan, Noora
    Advisor
    Drabick, Deborah A.
    Xie, Hongling
    Committee member
    Weinraub, Marsha
    Helion, Chelsea
    Jarcho, Johanna
    Kaplan, Avi
    Department
    Psychology
    Subject
    Psychology
    Education
    Adolescent development
    Externalizing behavior
    Motivation
    Resilience
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/4772
    
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    DOI
    http://dx.doi.org/10.34944/dspace/4754
    Abstract
    Fundamental adaptive systems such as achievement motivation have been identified as key mechanisms for affecting youth outcomes. These systems can be encouraged and supported in specific contexts, such as the school setting. This study explored whether school achievement motivation during mid-adolescence could protect against developing externalizing behaviors related to lax, psychologically controlling, or rejecting parenting experienced prior, in pre-adolescence. Motivation was defined and assessed according to adolescent behaviors displayed in the classroom. Data from the Center for Education and Drug Abuse Research (CEDAR) were obtained to carry out the study analyses. The total sample was 775 youth (M = 10.95 ± 0.88 years old; 69% male; 76% Caucasian, 21% African American, 3% multiracial at T1), though sample sizes on key variables where as low as 337 because of missing data. Analyses controlled for father lifetime psychiatric and substance use disorder diagnosis, family socio-economic status, adolescent school learning at T2, adolescent age and sex. Results showed that psychological and emotional forms of problematic parenting in pre-adolescence were associated with future externalizing problems in mid-adolescence, however behavioral forms of problematic parenting did not show any effect. When school motivation was high, adolescents showed the lowest levels of externalizing behaviors related to both psychologically controlling and rejecting parenting, followed by their moderate and low motivation peers. In most cases, only adolescents low in school motivation were significantly impacted by problematic parenting whereas adolescents moderate or high in motivation were not affected. Unexpected nuances in findings are also discussed.
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