Associations between Observed Mother-Adolescent Interactions and Adolescent Information Management

Autor/inn/en	Rote, Wendy M.; Smetana, Judith G.; Campione-Barr, Nicole; Villalobos, Myriam; Tasopoulos-Chan, Marina
Titel	Associations between Observed Mother-Adolescent Interactions and Adolescent Information Management
Quelle	In: Journal of Research on Adolescence, 22 (2012) 2, S.206-214 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2011.00776.x
Schlagwörter	Middle Class; Mothers; Correlation; Parent Child Relationship; Whites; Adolescents; Conflict; Task Analysis; Disclosure; Affective Behavior + Suchen Sie Ihr Suchwort? Mittelschicht; Mother; Mutter; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; White; Weißer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Konflikt; Aufgabenanalyse; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Associations between observed mother-adolescent interactions during a conflict task and adolescents' information management strategies were examined in 108 primarily middle class, European-American adolescents (M = 13.80 years, SD = 1.52) and their mothers. Teens who communicated more clearly disclosed more about personal and multifaceted activities, lied less about personal activities, and engaged in less avoidance regarding multifaceted and prudential activities. Mothers' clear communication was associated with less adolescent disclosure and more avoidance about personal and multifaceted activities. Teens with more receptive mothers omitted less prudential information but avoided discussing prudential issues more. Maternal warmth was not associated with information management. The results highlight the need to distinguish between parent and teen behaviors and between affective quality and specific communicative behaviors. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10