Adolescent Adjustment Research Articles

Chinese mothers' parental burnout and adolescents' internalizing and externalizing problems: The mediating role of maternal hostility.

Parental burnout is a state that parents feel exhausted in their parental role. Although past research has examined concurrent correlates of parental burnout, the impacts of parental burnout on adolescent development over time remain largely unknown. The current study explored the indirect mechanisms linking mothers' parental burnout to adolescents' later internalizing and externalizing problems through maternal hostility among Chinese families. Using a sample of 606 adolescents (51.5% boys; Mage = 12.89 years old) and their mothers (Mage = 38.50 years old), this three-wave longitudinal study showed that mothers' parental burnout was predictive of adolescents' perceptions of their mothers' parental hostility over time, which were in turn related to adolescents' later internalizing and externalizing problems. Moreover, mothers' parental burnout was directly related to adolescents' later externalizing problems. Taken together, parental burnout played a role in adolescents' internalizing and externalizing problems over time through increased parental hostility. These findings underscore the importance of parental burnout on parenting behavior and adolescent adjustment. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

The Moderated Mediating Effect of Parental Support in the relationship between Acculturative Stress, Depression, and School Adjustment of Adolescents from Multicultural Families

The Moderated Mediating Effect of Parental Support in the relationship between Acculturative Stress, Depression, and School Adjustment of Adolescents from Multicultural Families

The link between school climate and mental health among an ethnically diverse sample of middle school youth.

School climate consistently relates to adolescent adjustment across academic, socioemotional, and behavioral domains. Although past research highlights the impact of school climate on youths’ experience of internalizing symptoms and violent behavior, examination of potential links with specific externalizing processes is limited. The current study examined associations between middle school students’ perceived school climate and internalizing and externalizing mental health symptoms. A positive school climate was hypothesized to be inversely related to all mental health measures. Seventh grade students (N = 2768; 50% female) were recruited from 24 Texas middle schools. Participants completed baseline self-reports of perceived school climate across three dimensions (student-student relationships, student-teacher relationships, and awareness/need of reporting violence) as well as self-reports of internalizing (i.e., depression and anxiety) and externalizing (i.e., impulsivity and hostility) symptoms. Multilevel regression analyses were implemented to test all hypotheses, controlling for participant sex and race/ethnicity. Results indicated student-student relationships were negatively related to depressive symptoms, student-teacher relationships were positively related to anxiety and negatively linked to hostility, and help-seeking/reporting awareness was inversely related to all four indices of mental health. The current research underscores the impact of school climate on adolescents’ psychological adjustment and emphasizes the need to address awareness and responsivity in reporting concerning school behavior.

Co-rumination with friends exacerbates association between peer victimization and adjustment in adolescence

This study examined the moderating role of co-rumination with friends on the relations between peer victimization and psychological maladjustment (depressive symptoms, anxiety) in Chinese adolescents. Participants included 282 adolescents (118 boys, Mage = 12.90 years, SD = 0.71) who had same-gender reciprocated best friends in rural China. Data on peer victimization, co-rumination with friends, depressive symptoms, and anxiety were collected from peer nomination and self-reports. The findings revealed that the associations between peer victimization and psychological maladjustment were stronger among adolescents who had a higher level of co-rumination with friends. This result suggests that co-rumination with friends may worsen the psychological problems that victimized adolescents face. The results can inform prevention and intervention efforts to improve victimized adolescents' psychological problems by considering the role of victims' high-level of co-rumination with friends.

Sex and gender associations with indicators of neurodevelopmental compromise in schizophrenia spectrum disorders

BackgroundIt has been proposed that sex and gender differences described in schizophrenia can be explained from a neurodevelopmental perspective. AimIn this study, we examined the associations of biological sex and gender role endorsement with putative indicators of neurodevelopmental compromise. MethodsWe used the Bem Sex Role Inventory to calculate masculinity scores in 77 patients with a first episode of a schizophrenia spectrum disorder, and selected the following indicators of neurodevelopmental compromise: family history of schizophrenia, obstetric complications, premorbid functioning, neurological soft signs, and cognitive function. Secondary objectives included the moderating effects of age of onset of illness, substance use and negative symptoms on these associations. ResultsThere were no significant sex differences across any of the indicators of neurodevelopmental compromise. However, lower masculinity scores correlated significantly with poorer premorbid adjustment, sensory integration deficits and worse overall cognitive performance. Stepwise linear regression identified poorer premorbid adjustment in early adolescence and lower verbal learning scores as independent predictors of lower masculinity scores. In contrast to sex, gender showed several associations with indicators of neurodevelopmental compromise. ConclusionsLower masculinity scores may represent part of a phenotype for a neurodevelopmental anomaly that places some individuals on a pathway to schizophrenia.

HUBUNGAN STRATEGI COPING DENGAN PENYESUAIAN DIRI REMAJA DI SMP TAHFIDZ KHAIRUNNAS TUBAN

Adaptation in adolescents involves the occurrence of individuals with their ability to be able to accept themselves with the surrounding environment related to how to overcome problems using the coping process. This study aims to look at the use of coping strategies with adjustment in seventh grade adolescents in the Khairunnas Tahfidz Middle School Entrepreneur.This type of research is correlational using a cross sectional time approach with a population of 89 adolescents selected by simple random sampling found 73 adolescents. The independent variable is the coping strategy and the dependent is the adjustment that is measured using the contingency coefficient test.The results of research conducted on seventh grade adolescent Tahfidz Middle School Entrepreneur Khairunnas Tuban after being analyzed using SPSS 23 it is known that the Contingency Coefficient test is ρ = 0,000 and the value of r =0.523 (0.5) means it shows the value of ρ <α (0,000 <0.05) which means that H0 is rejected and H1 is accepted, there is a relationship between coping strategies and adjustment in the seventh grade teenagers of the Tahfidz Middle School Entrepreneur Khairunnas Tuban.From the description above it can be concluded that there is a relationship between coping strategies with adolescent VII grade adolescents in the Tahfidz Middle School Khairunnas Entrepreneur with results based on the Contingency Coefficient Test obtained ρ = 0,000 with a significance level of r = 0.05

Negative Parenting, Adolescents' Emotion Regulation, Self-Efficacy in Emotion Regulation, and Psychological Adjustment.

This study examines associations between parents’ rejection and control, adolescents’ self-efficacy in their regulation of negative emotions, and maladjustment. Path analyses were employed to test (a) whether adolescents’ dysregulation and self-efficacy regarding anger/sadness regulation mediate the relationship between parental rejection/control and adolescent maladjustment; (b) whether adolescent adjustment mediates the association between parental rejection/control and dysregulation and self-efficacy regarding anger/sadness regulation. Participants included 103 Italian adolescents (Time 1: M age = 15.57; 53% male), their mothers (n = 103), and their fathers (n = 79). Follow up data were assessed one year later (Time 2). At Time 1, adolescent reports of the frequency of mothers’ and fathers’ rejection and control were examined. At Time 2, adolescent-reports of their beliefs about self-efficacy in regulating anger and sadness, as well as anger and sadness dysregulation, were assessed by two methods: questionnaire and mobile ecological momentary assessment. At Time 2, mothers’, fathers’, and adolescents’ reports of adolescents’ aggressive behaviors and depressive problems were also assessed. Maternal rejection was associated with higher one year later aggressive problems, which in turn were associated with higher dysregulation of sadness, and lower self-efficacy in dealing with both anger and sadness. In addition, maternal rejection was associated with higher depressive symptoms one year later, which in turn were associated with lower self-efficacy in dealing with sadness and higher dysregulation of both anger and sadness. Finally, maternal control was associated with higher depressive symptoms, whereas paternal control was associated with lower depressive symptoms.

The Relationship between Media Sports Involvement Experience, Exercise Flow and School Life Adjustment of Male Adolescents

목적 이 연구는 남자 청소년의 미디어스포츠 관여경험이 운동몰입 및 학교생활적응에 미치는 영향을 분석함으로써 간접적 스포츠 참여에 따른 올바른 운동몰입을 함양하도록 하여, 건강한 학교생활적응 뿐 아니라 사회생활에도 활력을 불어넣어 줌으로써 건전하고 건강한 학교생활 문화 및 원만한 인간관계 문화를 형성하는데 그 목적이 있다. 방법 이를 위해 2021년 C도에 거주하고 있는 남자 청소년을 대상으로 편의표본추출법을 이용해서 360명의 표본을 추출하여, 연구 목적에 적합한 351명의 유효 표본을 확보하여 자료를 분석하였다. 설문지는 확인적 요인분석을 실시하여 타당성을 확보였으며, 자료분석은 구조방정식 모형분석을 실시하였다. 주요 연구 결과는 다음과 같다. 결과 첫째, 미디어스포츠 관여경험은 운동몰입에 직접적인 영향을 미치며, 학교생활적응에는 직접적인 영향을 미치지 않는다. 둘째, 운동몰입은 학교생활만족에 직접적인 영향을 미친다. 셋째, 운동몰입은 미디어스포츠 관여경험과 학교생활적응 사이에서 완전 매개역할을 한다. 결론 연구결과를 토대로 남학생 청소년들은 미디어를 통해 스포츠를 간접적으로 접하면서 운동시 몰입감을 가져오며, 운동의 몰입은 학생들로 하여금 학교생활을 적응 하는데 많은 도움을 주고 있다.

Blurred Eras: Historical and Contemporary Socio-Ecological Contexts of Development and Adjustment of Black American Adolescents.

This commentary reflects on research studies included in this special issue, Black Lives Matter! Systems of Oppression Affecting Black Youth. A key finding in these studies is significance of developmental and social behavioral sciences to center systemic racism and oppression in studies of Black youth to more fully understand and explain how contextual factors and processes impact their everyday life experiences. This collection of papers offers insights and recommendations of ways advance research studies by expanding research to include upstream policies and practices and explain their roles in perpetuating oppression and discrimination. Applying multi-socio-ecological theoretical frameworks may demonstrate effective pathways to reduce environmental toxins that hinder positive health and well-being for adolescents, their families, and communities.

“There was help for me at the time, but I didn't feel like I deserved it”: exploring the unmet needs of adolescents experiencing maternal cancer in Ireland

PurposeThis secondary data analysis explores the unmet needs of adolescents experiencing maternal cancer in Ireland. Research has shown that one of the challenges adolescents deal with at the time of maternal cancer is having unmet needs that can impact negatively on their experience and their ability to cope through this difficult challenge.Design/methodology/approachFifteen adolescents completed qualitative interviews as part of a larger study that explored the experience of adolescent adjustment to maternal cancer. The transcripts of these original interviews were analysed using a secondary content analysis underpinned by the categories included in the Offspring Cancer Needs Instrument (Patterson et al., 2013).FindingsThe findings of this study suggest a necessity to individually explore the unmet needs of adolescents as these were not uniform even within a small sample of 15 adolescents. Unmet needs change and evolve over time as does maternal illness. Adolescents themselves identified the need for more education in the general public and in clinical practitioners on how to respond appropriately to their needs. It is crucial that adolescent's needs and emotions are validated at the time as part of the support provided for them.Originality/valueThis study provides important recommendations for practice and policy on how to provide tailored supports for adolescent who experience cancer in their families as currently there is a lack of effective and evidence-based targeted supports for this specific age group.

The association between peer victimization and aggressive behavior in children and adolescents: A three-level meta-analysis

<p id="p00015">Aggressive behavior plays an important role in the social, emotional and psychological adjustment of children and adolescents. Children and adolescents with aggressive behavior are prone to violate social moral norms, and even commit crimes in serious cases. It is noted that peer victimization is an important predictor of aggressive behavior. Peer victimization refers to that individuals have experienced attacks by peers, such as physical and verbal victimization, attacks on property and social manipulation. Children and adolescents who have been victimized by peers will characterize the attacker as hostility, which will be generalized to the whole peer group, thus showing more aggressive behavior in future interpersonal communication. Several previous studies have examined the relationship between peer victimization and aggressive behavior in children and adolescents. However, due to differences in research design and inconsistent results, there is still some uncertainty about the relationship between peer victimization and aggressive behavior in children and adolescents, and the moderating effect on this relationship is not fully clear. Therefore, the present study employed a three-level meta-analysis to quantitatively synthesize the results of original literatures to obtain reliable estimates of effect sizes and examined a range of moderators (sample, publication, study design, outcome, and assessment characteristics). Through the retrieval of articles published before October 2020, the current meta-analysis identified 40 studies, with 25,605 participants (range of mean age: 6 ~ 19 years) and 333 independent effect sizes. The funnel plot and Egger's test results suggested an absence of publication bias in current meta-analysis. Analysis revealed a significant positive association between peer victimization and aggressive behavior in children and adolescents (<italic>r</italic> = 0.295, <italic>p</italic> &lt; 0.001), implying that children and adolescents showed a higher level of aggressive behavior when they experienced higher level of peer victimization. In addition, the present study found a significant moderating effect of peer victimization variable. Compared with physical victimization (<italic>r</italic> = 0.219, <italic>p</italic> = 0.005), the association between relational victimization (<italic>r</italic> = 0.298, <italic>p</italic> = 0.005) and aggressive behavior in children and adolescents was stronger. Moreover, the overall association was influenced by region. Aggressive behavior in children and adolescents was more strongly associated with peer victimization in Asia (<italic>r</italic> = 0.351, <italic>p</italic> = 0.006) than in South America (<italic>r</italic> = 0.149, <italic>p</italic> = 0.006). Study design was also a significant moderator. The association between peer victimization and aggressive behavior in children and adolescents was smaller in longitudinal (<italic>r</italic> = 0.234, <italic>p</italic> = 0.014) than in cross-sectional studies (<italic>r</italic> = 0.339, <italic>p</italic> = 0.014). Finally, the moderator analyses also showed that the informant of peer victimization was a significant moderator. The strength of the association between peer victimization and aggressive behavior in children and adolescents was significantly stronger when peer victimization was reported by teachers (<italic>r</italic> = 0.476, <italic>p</italic> = 0.023) than by peers (<italic>r</italic> = 0.290, <italic>p</italic> = 0.023). In addition, the present study found that the overall association between peer victimization and aggressive behavior in children and adolescents did not differ in strength across gender, age, publication, variable and informant of aggressive behavior. Moreover, to eliminate the multicollinearity between moderators, the current study built a multivariate model by including all significant moderators that had been identified in the bivariate models. The result indicated that at least one of the regression coefficients of moderators significantly deviates from zero (<italic>F</italic> (12, 316) = 3.973, <italic>p </italic>&lt; 0.001). In sum, the results of the current meta-analysis contribute to a better understanding of the association between peer victimization and aggressive behavior in children and adolescents. These results also provide a reference for future empirical studies on explaining aggressive behavior in children and adolescents.

Examining family pre-pandemic influences on adolescent psychosocial wellbeing during the COVID-19 pandemic.

During the COVID-19 lockdown, with social distancing measures in place and a decrease in social activities, emotional states are more likely to be transferred between family members via increased interactions and communication. However, longitudinal evidence, particularly for early adolescents, is lacking. This study investigated family pre-pandemic influences on parental stress and adolescent psychosocial wellbeing during the COVID-19 pandemic. Data were collected from 233 adolescents and their parents before and during the initial phase of the pandemic. Parents reported their own stress level and perception of adolescent adjustment problems, whereas adolescents reported their own psychological distress level. In addition, adolescents also reported their satisfaction with family life in the pre-pandemic survey. Cross-lagged path models indicated reciprocal associations between parental stress and perception of adolescent adjustment problems. Compared to adolescents low in pre-pandemic family life satisfaction, those adolescents with higher levels of family life satisfaction before the pandemic reported lower levels of anxiety and stress only when parental stress showed no increase during the pandemic. Findings provide support for the mutual influences between parental stress and perceived adolescent adjustment problems during the pandemic. Special attention should be paid to those adolescents who undergo significant family life changes during the pandemic.

Longitudinal associations between specific types of emotional reactivity and psychological, physical health, and school adjustment.

Using a multimethod, multiinformant longitudinal design, we examined associations between specific forms of positive and negative emotional reactivity at age 5, children's effortful control (EC), emotion regulation, and social skills at age 7, and adolescent functioning across psychological, academic, and physical health domains at ages 15/16 (N = 383). We examined how distinct components of childhood emotional reactivity directly and indirectly predict domain-specific forms of adolescent adjustment, thereby identifying developmental pathways between specific types of emotional reactivity and adjustment above and beyond the propensity to express other forms of emotional reactivity. Age 5 high-intensity positivity was associated with lower age 7 EC and more adolescent risk-taking; age 5 low-intensity positivity was associated with better age 7 EC and adolescent cardiovascular health, providing evidence for the heterogeneity of positive emotional reactivity. Indirect effects indicated that children's age 7 social skills partially explain several associations between age 5 fear and anger reactivity and adolescent adjustment. Moreover, age 5 anger reactivity, low-, and high-intensity positivity were associated with adolescent adjustment via age 7 EC. The findings from this interdisciplinary, long-term longitudinal study have significant implications for prevention and intervention work aiming to understand the role of emotional reactivity in the etiology of adjustment and psychopathology.

Effects of Familial Relationships on School Adjustment of Adolescents and Young Adults With Congenital Heart Disease.

As more than 85% of patients with congenital heart disease (CHD) have grown to adulthood through improvement in treatment and surgery, the difficulties they experience are expanding into areas related to daily life. Accordingly, adjustment to school in adolescents and young adults (AYAs) with CHD is of increasing interest and is influenced by familial factors. This was a cross-sectional descriptive study to examine the effects of parental positive emotional expressiveness and sibling relationships on school adjustment of AYAs with CHD. In this study, a self-reported questionnaire survey was used to collect the data. The participants were 104 AYAs with CHD aged 13 to 21 years who were attending school and had siblings. Maternal positive emotional expressiveness ( r = 0.584, P < .01), paternal positive emotional expressiveness ( r = 0.584, P < .01), and sibling warmth/closeness ( r = 0.478, P < .01) were significantly correlated with school adjustment. However, the results of multiple regression analysis showed that only maternal positive emotional expressiveness (ß = 0.459, P < .05) and sibling warmth/closeness (ß = 0.236, P < .05) were significantly associated with school adjustment. Adolescents and young adults with CHD who reported higher maternal positive emotional expressiveness and sibling warmth/closeness exhibited better school adjustment. Findings suggest that intervention programs to increase parental positive expressiveness and enhance warmth/closeness of sibling relationships may contribute to improving school adjustment.

Adolescent Psychosocial Adjustment during COVID-19: An Intensive Longitudinal Study

ABSTRACT Objective COVID-19 has presented threats to adolescents’ psychosocial well-being, especially for those from economically disadvantaged backgrounds. This longitudinal study aimed to identify which social (i.e., family conflict, parental social support, peer social support), emotional (i.e., COVID-19 health-related stress), and physical (i.e., sleep quality, food security) factors influence adolescents’ same- and next-day affect and misconduct and whether these factors functioned differently by adolescents’ economic status. Method Daily-diary approaches were used to collect 12,033 assessments over 29 days from a nationwide sample of American adolescents (n =546; M age = 15.0; 40% male; 43% Black, 37% White, 10% Latinx, 8% Asian American, and 3% Native American; 61% low-income) at the onset of the COVID-19 pandemic. Results Peer support, parent support, and sleep quality operated as promotive factors, whereas parent-child conflict and COVID-19 health-related stress operated as risk factors. Although these links were consistent for adolescents irrespective of economic status, low-income adolescents experienced more conflict with parents, more COVID-19 health-related stress, less peer support, and lower sleep quality than higher-income adolescents. Food insecurity was connected to decreased same- and next-day negative affect for low-income adolescents only. Low-income adolescents also displayed greater negative affect in response to increased daily health-related stress relative to higher-income adolescents. Conclusion These results highlight the role of proximal processes in shaping adolescent adjustment and delineate key factors influencing youth psychosocial well-being in the context of COVID-19. By understanding adolescents’ responses to stressors at the onset of the pandemic, practitioners and healthcare providers can make evidence-based decisions regarding clinical treatment and intervention planning for youth most at risk for developmental maladjustment.

Acculturation trajectories of South Korean multicultural adolescents and their immigrant mothers and its association with adolescent adjustments

AbstractThis study identified the acculturation trajectories of multicultural adolescents in South Korea along with those of their migrant mothers using a latent class growth analysis and examined the relationship between latent trajectories of adolescents and their mothers and the adjustment of adolescents. Data from a nationally representative sample of Multicultural Adolescents Panel Study (N = 1458, Girls = 50.62%, age range = 9.97–14.96) were used. Three latent acculturation trajectories of multicultural adolescents were identified, including integration, modest assimilation, and high assimilation, and four latent acculturation trajectories of migrant mothers were distinguished, including high assimilation, high separation, modest assimilation, and modest separation. The most favorable profiles were those of the integration of adolescents and high assimilation of migrant mothers. These findings suggested the importance of providing family‐based prevention and intervention programs against the maladjustment of South Korean multicultural adolescents.

The Comparison of the Effectiveness of Cognitive-Behavioral Therapy with Emotional Intelligence Training on Social Adjustment in Adolescents with Conduct Disorder

Aim: This study was performed to compare the effectiveness of cognitive-behavioral therapy with emotional intelligence training on social adjustment of adolescents with conduct disorder. Method: The present research method was quasi-experimental with pre-test and post-test design with control group (two experimental groups and one control group). The statistical population of the study consisted of all adolescents with conduct disorder who are present in the Tehran Correctional Center in 1398. Samples were screened from subjects with conduct disorder, 45 adolescents were randomly divided into three groups (two experimental groups and one control group of 15 people in each group). Sampling was done purposefully in the selection stage of the subjects and randomly in the replacement stage in the experimental and control groups. The data collection tool in this study was the California Social Adjustment Questionnaire (1953). Multivariate covariance (MANCOVA) test was used to analyze the data. Results: The results showed that cognitive-behavioral therapy and emotional intelligence training are effective in increasing social adjustment of adolescents with conduct disorder (P&lt;0.001). Also, comparison of the two experimental groups showed that cognitive-behavioral therapy has a greater effect on increasing adolescent social adjustment (P&lt;0.001). Conclusion: It can be concluded that cognitive-behavioral therapy and emotional intelligence training are effective in increasing social adjustment of adolescents with conduct disorder.

Family Environment and Its Effect on Self Esteem and Adjustment Behaviour among School Children: A Cross Sectional Study from Hubli Taluka, Dharwad, Karnataka

Background: Family environment plays a significant role in socio-emotional and educational adjustment in adolescents. In the present scenario, parents are in hurry to improve their standard of living and they have no time to engage in child-bearing activities. Low self-esteem is creating mental and psycho-social problems such as poor academic achievement, inadequate adjustments among the siblings and peers, impaired social functioning, suicide, and substance abuse among adolescents.&#x0D; Methodology: A School-based cross-sectional study was conducted among adolescents of Hubli taluka. Information was collected by a self-administered questionnaire with components for Systematic assessment of family environment (SAFE), Self-esteem scale, and Adjustment inventory for school students (AISS).&#x0D; Results: Among 600 adolescents, 85.6% of adolescents had Normal self-esteem, 95%of families were competent, however only 1-7% of the students had an excellent adjustment. Emotional and social adjustment was better compared to Educational adjustment. Adjustment behavior and family environment had a positive association. There was a significant difference in the adjustment scores among low self-esteem and normal self-esteem (p&lt;0.001) and also among discordant and competent families.&#x0D; Conclusion: The adjustment behavior depends on a better family environment and normal self-esteem. The Family environment has a positive effect on self-esteem as well as adjustment behavior. School mental health services should be initiated.

Supplemental Material for Parent Work–Life Conflict and Adolescent Adjustment During COVID-19: Mental Health and Parenting as Mediators

Supplemental Material for Parent Work–Life Conflict and Adolescent Adjustment During COVID-19: Mental Health and Parenting as Mediators

Home-learning during COVID-19: The psychological adjustment of minority and majority adolescents.

The coronavirus disease (COVID-19) pandemic and the resulting infringements of day-to-day life have affected families through school closures and home-learning. Yet, little research investigated how adolescents and their families could be supported during this time. Our two-wave study had three aims. First, we examined life satisfaction and academic self-efficacy trajectories among ethnic minority and majority adolescents. Second, we considered the role of the home learning environment (learning conditions and parental involvement) in explaining ethnic status group differences. Third, we studied pandemic-related familial factors that contributed to positive home learning environments. The sample comprised 121 ethnic minority (Mage = 14.04; SD = 1.25; 53% female) and 105 ethnic majority adolescents (Mage = 14.36; SD = 1.25; 59% female) in Germany. Results of repeated measures analyses of covariances (ANCOVAs) showed distinct trajectories in adolescents' adjustment (Time × Ethnic status group interaction: ηp² = .02 for academic self-efficacy and ηp² = .03 for life satisfaction). Whereas ethnic minority adolescents reported stable academic self-efficacy and a decrease in life satisfaction, ethnic majority adolescents reported stable life satisfaction and an increase in academic self-efficacy. Accounting for learning conditions reduced the differences between minority and majority adolescents to nonsignificance. Parental involvement did not explain these differences, although it was itself important for adjustment outcomes in both groups. Hierarchical regression analyses showed that good student-teacher communication, a positive family climate and fathers' short-time work contributed to the home learning environment. Findings highlight the decisive role of the family context during home-learning and the importance of learning conditions in overcoming educational disparities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).