TY - JOUR
T1 - Development and validation of adolescent-perceived microsystem scales
T2 - Social support, daily hassles, and involvement
AU - Seidman, Edward
AU - Allen, LaRue
AU - Lawrence Aber, J.
AU - Mitchell, Christina
AU - Feinman, Joanna
AU - Yoshikawa, Hirokazu
AU - Comtois, Katherine Anne
AU - Golz, Judith
AU - Miller, Robin L.
AU - Ortiz-Torres, Blanca
AU - Roper, Gillian Carty
PY - 1995/6
Y1 - 1995/6
N2 - Developed and validated instruments for urban and culturally diverse adolescents to assess their self-reported transactions with family, peer, school, and neighborhood microsystems for the constructs of social support, daily hassles, and involvement. The sample of 998 youth were from schools in three Eastern cities with high percentages of economically disadvantaged youth. Data were collected before and after the transition to junior high school or to senior high school. Blacks constituted 26%, whites 26%, and Latinos 37% of the sample. Factor analyses confirmed and enhanced the hypothesized four-factor microsystem factor structure for support, hassles, and involvement; internal consistency and stability coefficients were consistent with these structures. In general, the microsystem factors were common across gender, ethnicity, and age. However, when group differences did occur on these demographic variables, they tended to validate the salience of microsystem specificity. In contrast to the total scores, the microsystem-specific factors yielded more meaningful and differential information with regard to demographic differences and the mediating processes across a school transition.
AB - Developed and validated instruments for urban and culturally diverse adolescents to assess their self-reported transactions with family, peer, school, and neighborhood microsystems for the constructs of social support, daily hassles, and involvement. The sample of 998 youth were from schools in three Eastern cities with high percentages of economically disadvantaged youth. Data were collected before and after the transition to junior high school or to senior high school. Blacks constituted 26%, whites 26%, and Latinos 37% of the sample. Factor analyses confirmed and enhanced the hypothesized four-factor microsystem factor structure for support, hassles, and involvement; internal consistency and stability coefficients were consistent with these structures. In general, the microsystem factors were common across gender, ethnicity, and age. However, when group differences did occur on these demographic variables, they tended to validate the salience of microsystem specificity. In contrast to the total scores, the microsystem-specific factors yielded more meaningful and differential information with regard to demographic differences and the mediating processes across a school transition.
KW - at-risk adolescents
KW - daily hassles
KW - microsystem measures
KW - participation
KW - social support
UR - http://www.scopus.com/inward/record.url?scp=0029316971&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0029316971&partnerID=8YFLogxK
U2 - 10.1007/BF02506949
DO - 10.1007/BF02506949
M3 - Article
C2 - 7572836
AN - SCOPUS:0029316971
SN - 0091-0562
VL - 23
SP - 355
EP - 388
JO - American journal of community psychology
JF - American journal of community psychology
IS - 3
ER -