Open AccessDaily academic satisfaction and ethnic/racial identity of Asian American adolescents: The role of objective and subjective peer diversity at school.
Author(s) -
Yuen Mi Cheon,
Li Niu,
Alexandra Ehrhardt,
Tiffany Yip
Publication year - 2020
Publication title -
asian american journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.883
H-Index - 27
eISSN - 1948-1985
pISSN - 1948-1993
DOI - 10.1037/aap0000168
Subject(s) - ethnic group , psychology , association (psychology) , diversity (politics) , multilevel model , asian americans , identity (music) , clinical psychology , social psychology , sociology , physics , anthropology , acoustics , machine learning , computer science , psychotherapist
The purpose of the current study was to examine the association between daily academic satisfaction and ethnic/racial identity of Asian American adolescents. Based on ecological systems theory and social comparison theory the moderating roles of objective and subjective peer diversity at school in this association were also examined. Daily diary and survey responses of 102 Asian American adolescents were included in this study (Age: M =15.26, SD =0.71; Female=70.60%; US-born=74.50%). Using hierarchical linear modeling, no direct association between daily academic satisfaction and ethnic/racial identity was observed in the full sample. However, when objective and subjective peer diversity at school were considered a positive association was observed among the adolescents who perceived a high percentage of Asian American peers at school. The interpretation and implications for the results are discussed.