Adolescent academic and emotional adjustment profiles in China and the United States: Prevalence and stability

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2022

Author dc:creator

• Ng, Janice

Contributors dc:contributor

• Pomerantz, Eva
• Rudolph, Karen
• Larson, Reed
• Cohen, Dov
• Napolitano, Chris

• adolescence
• adjustment
• academic
• emotional
• culture

Statement dc:rights

• Copyright 2021 Janice Ng

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/113241

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/113241