Parent and peer support are differentially associated with specific developmental assets among Black adolescents¶
Claim · All claims
Evidence · 1 study · associationalr3·q2·i2medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 Parent support was significantly associated with higher school bonding (β = 0.25) and educational expectations (β = 0.08), while peer support was associated with better self-esteem (β = 0.10) and higher educational aspirations (β = 0.09). → Rose 2024
Evidence¶
Rose 2024¶
Rose, T., Joe, S., & Hancock, G. R. (2024). Mediators that Matter: Psychological Distress, Developmental Assets, and Educational Outcomes among Black Youth. Journal of Educational Psychology. https://doi.org/10.1037/edu0000876
q2 · i2 · associational · r3
Standardized direct paths from the NSAL-A path analysis (n = 1,170) from contextual variables to developmental assets. The printed standardized coefficients include β = 0.25 for parent support on school bonding and β = 0.10 for peer support on self-esteem; neighborhood quality was only associated with better self-esteem (β = 0.07).
"Parent support was significantly associated with higher school bonding (β = 0.25, SE = 0.05) and educational expectations (β = 0.08, SE = 0.03), while peer support was associated with better self-esteem (β = 0.10, SE = 0.03) and higher educational aspirations (β = 0.09, SE = 0.04)."
Discussion¶
Learner Variables¶
- Social Supports — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Psychological distress shows no significant total or mediated association with suspensions among Black adolescents — related
- School bonding significantly mediates the association between psychological distress and grades and expulsions among Black adolescents — related
- Self-esteem significantly mediates the association between psychological distress and grade repetition among Black adolescents — related
- Educational expectations significantly mediate the association between psychological distress and grades, grade repetition, and expulsions among Black adolescents — related
- Black girls' awareness of difficulties navigating educational settings is coupled with parental support that promotes positive gendered racial identities — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
parent-peer-support-asset-associations |
title |
Parent and peer support are differentially associated with specific developmental assets among Black adolescents |
description |
Parent and peer support are differentially associated with specific developmental assets among Black adolescents |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rose-2024 |
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