| Literature DB >> 19413137 |
Katherine Jewsbury Conger1, Shannon Tierney Williams, Wendy M Little, Katherine E Masyn, Barbara Shebloski.
Abstract
A sense of mastery is an important component of psychological health and wellbeing across the life-span; however relatively little is known about the development of mastery during childhood and adolescence. Utilizing prospective, longitudinal data from 444 adolescent sibling pairs and their parents, our conceptual model proposes that family socioeconomic status (SES) in the form of parental education promotes effective family problem-solving, which, in turn, fosters adolescent mastery. Results show: (1) a significant increase in mastery for younger and older siblings, (2) parental education promoted effective problem-solving between parents and adolescents and between siblings but not between the parents themselves, and (3) all forms of effective family problem-solving predicted greater adolescent mastery. Parental education had a direct effect on adolescent mastery as well as the hypothesized indirect effect through problem-solving effectiveness, suggesting both a social structural and social process influence on the development of mastery during adolescence.Entities:
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Year: 2009 PMID： 19413137 PMCID： PMC2735027 DOI： 10.1177/002214650905000107
Source DB: PubMed Journal: J Health Soc Behav ISSN： 0022-1465