{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113241"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113241","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Adolescent academic and emotional adjustment profiles in China and the United States: Prevalence and stability","abstract":"This dissertation examines the co-occurrence of academic and emotional adjustment during adolescence in China and the United States using the person‐centered approach of latent profile analysis (LPA). Self-reports and record data on Chinese and American adolescents’ (N = 934; Mage = 12.67 years) academic and emotional adjustment were collected 3 times over a year. Across the 2 countries, 4 distinct adjustment profiles emerged, with most (68%) adolescents exhibiting the same profile over the 3 time points. Chinese and American adolescents did not differ in their likelihood of being classified as well-adjusted (i.e., high academic and emotional adjustment) or at-risk (i.e., low academic and emotional adjustment ). However, Chinese (vs. American) adolescents were more likely to be classified into the paradox (i.e., average to high academic and high emotional adjustment) profile, or transition into it; American adolescents were more likely to be classified into the academically uninvested (i.e., low academic and average emotional adjustment) profile. These findings suggest both cultural universality and specificity in the co-occurrence of adolescents’ academic and emotional adjustment.","abstract_html":"This dissertation examines the co-occurrence of academic and emotional adjustment during adolescence in China and the United States using the person‐centered approach of latent profile analysis (LPA). Self-reports and record data on Chinese and American adolescents’ (N = 934; Mage = 12.67 years) academic and emotional adjustment were collected 3 times over a year. Across the 2 countries, 4 distinct adjustment profiles emerged, with most (68%) adolescents exhibiting the same profile over the 3 time points. Chinese and American adolescents did not differ in their likelihood of being classified as well-adjusted (i.e., high academic and emotional adjustment) or at-risk (i.e., low academic and emotional adjustment ). However, Chinese (vs. American) adolescents were more likely to be classified into the paradox (i.e., average to high academic and high emotional adjustment) profile, or transition into it; American adolescents were more likely to be classified into the academically uninvested (i.e., low academic and average emotional adjustment) profile. These findings suggest both cultural universality and specificity in the co-occurrence of adolescents’ academic and emotional adjustment.","abstract_has_math":false,"creators":["Ng, Janice"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Pomerantz, Eva","Rudolph, Karen","Larson, Reed","Cohen, Dov","Napolitano, Chris"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:51:34Z","date_published":"2022-01-12T22:51:34Z","updated_at":"2026-07-22T22:24:53Z","subjects":["adolescence","adjustment","academic","emotional","culture"],"languages":["en"],"rights":["Copyright 2021 Janice Ng"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113241","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pomerantz, Eva","Rudolph, Karen","Larson, Reed","Cohen, Dov","Napolitano, Chris"]},{"key":"dc:creator","label":"Author","values":["Ng, Janice"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:51:34Z","2024-01-12T22:56:20Z","2021-06-09","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adolescence","adjustment","academic","emotional","culture"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Janice Ng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113241"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This dissertation examines the co-occurrence of academic and emotional adjustment during adolescence in China and the United States using the person‐centered approach of latent profile analysis (LPA). Self-reports and record data on Chinese and American adolescents’ (N = 934; Mage = 12.67 years) academic and emotional adjustment were collected 3 times over a year. Across the 2 countries, 4 distinct adjustment profiles emerged, with most (68%) adolescents exhibiting the same profile over the 3 time points. Chinese and American adolescents did not differ in their likelihood of being classified as well-adjusted (i.e., high academic and emotional adjustment) or at-risk (i.e., low academic and emotional adjustment ). However, Chinese (vs. American) adolescents were more likely to be classified into the paradox (i.e., average to high academic and high emotional adjustment) profile, or transition into it; American adolescents were more likely to be classified into the academically uninvested (i.e., low academic and average emotional adjustment) profile. These findings suggest both cultural universality and specificity in the co-occurrence of adolescents’ academic and emotional adjustment.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Janice Ng, accepted the attached license on 2021-06-02 at 12:51.","The student, Janice Ng, submitted this Dissertation for approval on 2021-06-02 at 12:57.","This Dissertation was approved for publication on 2021-06-09 at 16:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16667 on 2022-01-12 at 13:03:02","Made available in DSpace on 2022-01-12T22:51:34Z (GMT). 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Self-reports and record data on Chinese and American adolescents’ (N = 934; Mage = 12.67 years) academic and emotional adjustment were collected 3 times over a year. Across the 2 countries, 4 distinct adjustment profiles emerged, with most (68%) adolescents exhibiting the same profile over the 3 time points. Chinese and American adolescents did not differ in their likelihood of being classified as well-adjusted (i.e., high academic and emotional adjustment) or at-risk (i.e., low academic and emotional adjustment ). However, Chinese (vs. American) adolescents were more likely to be classified into the paradox (i.e., average to high academic and high emotional adjustment) profile, or transition into it; American adolescents were more likely to be classified into the academically uninvested (i.e., low academic and average emotional adjustment) profile. These findings suggest both cultural universality and specificity in the co-occurrence of adolescents’ academic and emotional adjustment.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2023-08-01","The student, Janice Ng, accepted the attached license on 2021-06-02 at 12:51.","The student, Janice Ng, submitted this Dissertation for approval on 2021-06-02 at 12:57.","This Dissertation was approved for publication on 2021-06-09 at 16:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16667 on 2022-01-12 at 13:03:02","Made available in DSpace on 2022-01-12T22:51:34Z (GMT). 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