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본 연구는 다문화 가정 어머니의 문화적응 스트레스가 양육효능감과 자녀의 성취동기를 통해 자녀의 성숙한 진로태도와 가지는 관련성을 탐색하기 위해 수행되었다. 이를 위해 다문화청소년패널연구(MAPS:Multicultural Adolescents Panel Study)의 8차년도 자료 중 외국인 어머니와 16-19세 사이의 청소년 자녀로 이루어진 1,137쌍의 자료를 분석하였다. 분석 결과, 다문화 가정 어머니의 문화적응 스트레스와 자녀의 진로태도 간의 관계를 어머니의 양육효능감과 자녀의 성취동기가 순차적으로 매개하는 것으로 나타났다. 구체적으로 어머니의 문화적응 스트레스는 양육효능감과 부적 관계, 양육효능감과 자녀의 성취동기는 정적 관계를 나타냈고, 자녀의 성취동기는 성숙한 진로태도와 정적인 관계가 있었다. 본 연구 결과는 다문화 청소년의 진로 준비 정도가 개인의 심리내적 요인뿐 아니라 맥락적 변인에 의해 예측될 수 있음을 시사한다. 본 연구 결과가 다문화 가정과 관련한 상담 및 교육에 갖는 함의점과 후속연구를 위한 제언을 논의하였다.

Growth mindset, the belief that abilities and attributes are improvable, may help buffer against older adults’ feelings of social isolation during the COVID-19 pandemic, as it may foster effective self-regulation and resilience. This study examined the effects of growth mindset on older adults’ well-being and adjustment, compared to younger and middle-aged adults. Participants self-reported on their growth mindset, depression, well-being, and daily habits amid the pandemic. For older adults (N = 178, 82% female, M age = 70.42, SD age = 6.50, range 60-90), regression analyses (controlling for gender, education, income, and age) revealed that growth mindset was associated with decreased depression (β = -.29, p = .001) and increased well-being (β = .38, p < .001). In addition, a logistic regression showed that older adults with a higher growth mindset were more likely to adjust their daily tasks during the pandemic (e.g., using technology to remotely socialize; OR = 1.77, p = .012). The same set of analyses in samples of younger (N = 235, 72% female, M age = 29.84, SD age = 5.89, range 18-39) and middle-aged adults (N = 188, 74% female, M age = 50.02, SD age = 6.10, range 40-59) revealed that growth mindset was associated with decreased depression and increased well-being. However, in these groups, growth mindset did not predict the likelihood of adjusting daily tasks. Findings suggest that while growth mindset is linked to enhanced well-being during the pandemic, its effect on adjusting to new circumstances might be salient in older adulthood.

The current study examined the association between adolescents’ divergent thinking and features of their drawings in the United States and China. A total of 321 American (n = 125) and Chinese (n = 196) adolescents completed a battery of assessments on divergent thinking and free drawing adapted from the Torrance Tests of Creative Thinking (TTCT). Central (e.g., focal object) and contextual (e.g., background) features characterizing adolescents’ drawings were coded. Results indicated that Chinese adolescents included more central features in their drawings compared to their American counterparts. Chinese, but not American, adolescents’ inclusion of contextual features was positively associated with their divergent thinking. Findings suggest the potential for culture to influence adolescents’ cognition, such that contextual features in drawings may be particularly conducive to the development of divergent thinking in cultures where contextual sensitivity is emphasized.

This study investigated the roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 nonadopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than nonadopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. A moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas ethnic socialization buffered this link for nonadopted Korean American adolescents. The findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment.