Contoh Tugas Review Jurnal Bahasa Inggris-Indonesia-Lengkap

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TUGAS REVIEW JURNAL

(BAHASA INGGRIS)
Direview Oleh :
SRI UTAMI HALMAN

1171040009
SRI UTAMI HALMAN (1171040009)

Tugas Mata Kuliah : Psikologi Industri & Organisasi
Dosen Pengampu : Dr. Ema Yudiani, M.Si, Psikolog
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TUGAS REVIEW JURNAL
Judul A Person-centered Approach to Studying the Linkages among

Parent–Child Differences in Cultural Orientation, Supportive
Parenting, and Adolescent Depressive Symptoms in Chinese
American Families.
Jurnal Journal Youth Adolescence
Volume & Halaman Vol. 37, Hal. 36-49
Tahun 2008
Penulis Scott R. Weaver & Su Yeong Kim
Sumber http://utamitamii.blogspot.co.id/2012/03/contoh-review-jurnal.html
Reviewer SRI UTAMI HALMAN (1171040009)
Tujuan Penelitian Tujuan utama dari penelitian ini adalah untuk memperoleh
pemahaman yang lebih baik bagaimana orientasi budaya
Tionghoa, orang tua imigran dan anak-anak mereka dapat
berinteraksi untuk menghasilkan peningkatan gejala depresi di
kalangan remaja melalui lingkungan pengasuhan yang kurang
mendukung.
Subjek Penelitian Subjek penelitian ini adalah 451 keluarga Amerika Cina yang
berada di California Utara berpartisipasi di penelitian masa
sekarang. Remaja (53,8% perempuan) berusia rata-rata 13
tahun (SD = 0,73) pada gelombang pertama dan 17,05 tahun
(SD = 0.80) pada gelombang kedua. Anak-anak remaja yang
terutama (75%) kelahiran US. Kebanyakan orang tua (87%
dari ayah, 90% dari ibu) yang kelahiran asing. Rata-rata usia
pada saat imigrasi adalah 30,45 tahun (SD = 10.03) untuk ayah
dan 28,30 tahun (SD = 8.80) untuk ibu. Lama waktu di AS rata-
rata 17,46 tahun (SD = 9.73) untuk ayah dan 15,74 tahun (SD
= 8.36) untuk para ibu. Mayoritas dari kedua ayah (63,1%) dan
ibu (68,4%) melaporkan mencapai sekolah tinggi atau tingkat
pendidikan yang lebih tinggi. Kisaran pendapatan tahunan
keluarga rata-rata adalah $30,001-$45,000, meskipun
distribusi pendapatan ditunjukkan variabilitas yang cukup
besar, dengan 13% melaporkan kurang dari $15.000 dan 6,2%
melaporkan lebih dari $105.000. Sebagian besar remaja (85%)
tinggal dengan kedua orang tua, dengan 10,7% hidup dengan
hanya ibu mereka, 1,2% hidup dengan hanya ayah mereka,
dan remaja yang tersisa tinggal di konfigurasi struktur keluarga
lainnya.

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Metode Penelitian Metode yang digunakan dalam penelitian ini adalah metode
kuantitatif. Pengumpulan data menggunakan kuesioner.
Kuesioner ini diberikan pada remaja dan orang tua keturunan
China Amerika.
Definisi Operasional Variabel dependen dalam penelitian ini adalah Adolescents’
Variabel Dependen cultural orientation (orientasi budaya remaja).
· Tsai dan Chentsova (Weaver & Kim, 2008) menyatakan
bahwa mode diferensial dan tingkat akulturasi dapat
mengakibatkan perbedaan orangtua dan anak dalam budaya
orientasi, yang diiartikan sebagai sejauh mana individu
dipengaruhi dan secara aktif terlibat dalam tradisi, norma, dan
praktik budaya tertentu.
· Portes (Weaver & Kim, 2008) menjelaskan bahwa orang
tua imigran dan anak-anak mereka baik pengalaman kekuatan
asimilasi, anak-anak sering berasimilasi di tingkat yang lebih
cepat dari orang tua mereka, hak ini disebut dengan disonan
akulturasi.
Cara & Alat Cara dan alat yang digunakan untuk mengukur variabel
Mengukur Variabel dependen yaitu:
Dependen · Cara yang digunakan untuk mengukur variabel dependen
yaitu melakukan perekrutan untuk indikator remaja keturunan
Cina-Amerika. Penelitian dibagi dua gelombang, gelombang
pertama pada tahun 2002 dan gelombang kedua 2006.
· Alat yang digunakan dalam penelitian ini adalah kuesioner.
Kuesioner yang digunakan terdiri atas dua versi, yaitu versi
bahasa Inggris dan versi bahasa China.
Definisi Operasional Variabel independen dalam penelitian ini adalah person
Variabel Independen centered approach.
· Pendekatan berpusat pada orang telah dianggap mampu
keuntungan untuk meneliti tentang remaja dan keluarga
(Bergman 2001; Mandara 2003). Aspek utama dari pendekatan
berpusat pada orang adalah penekanan pada pemahaman
terhadap individu secara keseluruhan, bukan
pada karakteristik individu atau variabel itu sendiri. Kekuatan
dari pendekatan berpusat pada orang adalah kemampuannya
untuk mengakomodasi non-linearities dan interaksi yang tidak
dapat dengan mudah terwakili dalam berpusat variabel model
(Bergman, 2001).

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Langkah-langkah Langkah-langkah yang digunakan dalam proses penelitian ini

Terapi adalah:
1. Tahun 2002 dilakukan perekrutan di tujuh sekolah
menengah di daerah metropolitan utama California utara
dengan bantuan dari administrator sekolah (dipilih
berdasarkan kriteria).
2. Meminta persetujuan dari keluarga mengenai penelitian
tersebut.
3. Peserta diberi paket kuesioner yang akan dikumpulkan dua
sampai tiga minggu setelah surat oleh staf penelitian
diterima peserta.
4. Melakukan studi tingkat lanjut pada tahun 2006.
5. Membagikan dua versi kuesioner kepada peserta, yaitu
kuesioner dalam bahasa China dan bahasa Inggris.
Hasil Penelitian Secara keseluruhan, hasil penelitian ini memberikan beberapa
dukungan untuk gagasan bahwa disonansi generasi
berhubungan dengan dukungan orangtua dan tingkat
kebersamaan simtomatologi depresi. Secara umum, memiliki
orangtua dengan profil bicultural tampaknya paling
menguntungkan jika remaja sama memiliki profil bicultural. Hal
yang perlu diperhatikan dalam penelitian ini bukan ibu atau
ayah bicultural, melainkan kombinasi dari
sebuah biculturally orangtua dan remaja. Konfigurasi ini
mungkin optimal, karena melibatkan jarak minimal antara
orangtua dan anak di kedua budaya China dan Amerika saat
masih berada pada lingkungan keluarga yang memiliki aspek
nilai-nilai budaya dan tradisi Cina serta sama dihargainya oleh
orang tua dan anak.
Kekuatan Penelitian Kekuatan penelitian ini adalah alat yang digunakan dalam
penelitian berupa kuesioner cukup mudah digunakan oleh
subjek penelitian sehingga dalam pengambilan datanya tidak
dibutuhkan waktu yang lama seperti pada metode kualitatif.
Kelemahan Penelitian Kelemahan penelitian ini adalah rentan waktu penelitian yang
digunakan pada wave 1 ke wave 2 cukup jauh, yaitu 4 tahun
sehingga subjek yang dapat ikut pada wave 2 hanya 80%.

NIH Public Access
Author Manuscript
J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.
Published in final edited form as:
NIH-PA Author Manuscript
J Youth Adolesc. 2008 January ; 37(1): 36–49. doi:10.1007/s10964-007-9221-3.
A Person-centered Approach to Studying the Linkages among

Parent–Child Differences in Cultural Orientation, Supportive
Parenting, and Adolescent Depressive Symptoms in Chinese
American Families
Scott R. Weaver and

Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, GA 30302-5010,
USA, e-mail: srweaver@gsu.edu
Su Yeong Kim
Department of Human Ecology, Division of Human, Development and Family Sciences,
University of Texas, at Austin, Austin, TX, USA
Abstract
This longitudinal study examined whether supportive parenting mediates relations between
parent– child differences in cultural orientation (generational dissonance) and depressive
symptoms with a sample of 451 first and second generation Chinese American parents and
adolescents (12–15 years old at time 1). Using a person-centered approach, meaningful typologies
of cultural orientation were derived for fathers, mothers, and adolescents. Overall, results provided
support, though qualified, for the notion that generational dissonance is linked to depressive
symptoms through decreased supportive parenting. In general, having a parent with a bicultural
profile seemed to be most advantageous if adolescents similarly had a bicultural profile, whereas
more American oriented adolescents with more Chinese oriented parents reported the least
supportive parenting and most depressive symptoms. Directions for future research and the
benefits of using a person-centered approach in research of acculturation and generational
dissonance are discussed.
Keywords
Chinese American; Immigrants; Intergenerational cultural differences; Person-centered analysis;

Depressive symptoms
Introduction
Adjustment to the US, with its differing values, practices, traditions, and language, is often
marked by significant acculturative stress and other adaptation challenges for immigrants
(Organista et al. 2002; Zheng and Berry 1991). Of increasing interest to scholars and
practitioners are the adaptation challenges experienced by immigrant families and, in
particular, their children. Immigrants, adults and children alike, are faced with external and
internal pressures to assimilate to the host culture. However, even though immigrant parents
and their children both experience the forces of assimilation, children often assimilate at a
faster rate than their parents, an outcome called dissonant acculturation (Portes 1997).
Correspondence to: Scott R. Weaver.

Weaver and Kim Page 2
Differential modes and rates of acculturation can result in parent–child differences in

cultural orientation, defined as “the degree to which individuals are influenced by and
actively engage in the traditions, norms, and practices of a specific culture” (Tsai and
Chentsova-Dutton 2002, p. 95).
Empirical research has been equivocal with respect to whether parent–child differences in
cultural orientation (generational dissonance) contribute to increased risk of adjustment
problems among children. Whereas some studies have linked differences in cultural
orientation (generational dissonance) to disruption of family cohesion, parent–child conflict,
and child maladjustment (e.g., Costigan and Dokis 2006a; Farver et al. 2002; Tardif and
Geva 2006; Tseng and Fuligni 2000; Ying and Han 2007), other studies have found few or
no negative effects of generational dissonance (Lau et al. 2005; Sam and Vitra 2003). In
their study of Chinese Canadian families, Costigan and Dokis (2006a) found that
generational dissonance in language use (mother–child) and Chinese values (father–child)
was related to greater child depressive symptoms. In contrast, Lau and colleagues noted
many instances of generational dissonance in their sample of Mexican American families,
but their only significant finding with respect to generational dissonance was that
adolescents who were less oriented to American culture or more oriented to Mexican culture
than their parents exhibited more conduct problems. An increase in conduct problems was
not observed among adolescents who were more acculturated or less enculturated than their
parents, leading Lau and colleagues to suggest that the generational dissonance hypothesis
might be overstated. These conflicting results might stem not just from differences between
samples, but also from variability in how cultural orientation and generational dissonance
has been operationalized.
Operationalizing Generational Dissonance: Arguments for a Person-centered Approach

Many past studies on generational dissonance have used a variable-centered approach in
their analysis of parent–child differences in cultural orientation. Although these studies have
sometimes yielded interesting findings, the variable-centered approaches they used may not
be optimal for capturing the multi-dimensional nature of cultural orientation and modeling
the potentially complex, non-linear relationships between generational dissonance and
outcomes. Commonly used variable-centered approaches in studies of generational
dissonance involve use of difference scores (e.g., Crane et al. 2005) and continuous variable
interactions (e.g., Constigan and Dokis 2006a). As typically employed, these approaches
focus on a single dimension of cultural orientation. However, it has been suggested that
cultural orientation is best conceptualized as multi-dimensional (e.g., Abe-Kim et al. 2001;
Costigan and Su 2004; Ryder et al. 2000; Tardif and Geva 2006). If, for example, the effect
of parent–child differences in orientation to American culture depends on their orientations
to Chinese culture, then models that include only American cultural orientation would be
misapplied. It can be easily shown that as the number of relevant dimensions increases, the
interaction model can become difficult to implement and interpret. Another issue that arises
with typically chosen variable-centered models pertains to whether the relationship between
generational dissonance and outcome variables is linear. For example, Lau and colleagues’
(2005) finding that parent–child differences in one direction, but not both directions, was
associated with greater conduct problems is indicative of a non-linear relationship. Though
non-linear terms and models can be implemented within a variable-centered framework,
specifying the correct non-linear function can be difficult.
Models with difference scores additionally ignore the potential relevance of the absolute
positions of the child and parent on the cultural dimensions. Whether the child and parent
are, for example, either equally high or equally low in Chinese cultural orientation (i.e., zero
difference) is not distinguished in these models. Furthermore, the validity of results based on
difference scores rests upon an often-untested assumption that cultural measures are

invariant (e.g., have equivalent metrics) for children and parents. In the absence of
measurement invariance, a zero difference between observed scores is unlikely to reflect the
same degree of cultural orientation for parents and children, thereby rendering meaningful
interpretation difficult or impossible.
Alternative, and even complimentary, to variable-centered analysis is a person-centered

approach. Emerging from a holistic-interactionistic metatheoretical perspective (Bergman
and El-Khouri 2001), a person-centered approach has been touted for its potential
advantages for research on adolescence and families (Bergman 2001; Mandara 2003). A
central aspect of a person-centered perspective is the emphasis placed on understanding the
individual as a functioning whole, rather than on the individual characteristics or variables
themselves. A strength of the person-centered approach is its ability to accommodate non-
linearities and interactions that cannot be easily represented in variable-centered models
(Bergman 2001).
A thoughtfully employed, person/family-centered approach has the potential to provide a

more nuanced understanding of cultural orientation and generational dissonance. In
theoretical writings on acculturation, focus has often been placed on the whole person such
that cultural orientation cannot be fully understood in terms of individual variables (e.g.,
English language use) in isolation. Instead, cultural orientation is best conceptualized in
terms of the configuration and interaction of multiple cultural characteristics. In Berry’s
(1987) four-fold typology of acculturation, for example, identifying a person’s mode of

acculturation (viz., integration, assimilation, separation, or marginalization) requires joint
consideration of orientation to both traditional and host cultures. Cultural orientation and
related adaptation cannot be adequately understood by their orientation to the host culture
alone. Past research on generational dissonance has invoked Berry’s four-fold typology
(e.g., Lau et al. 2005). Although taking a person-centered perspective, that research has
tended to assume, rather than empirically test, the veracity of Berry’s four-fold typology for
the populations under study (cf., Coatsworth et al. 2005; Rudmin 2003). Moreover,
individuals in this research have typically been grouped into acculturation modes based
upon arbitrary classification schemes (e.g., median splits). Bergman and El-Khouri (2001)
distinguish between this old typological approach and a modern empirical person-centered
approach. With the latter, distinct cultural orientation profiles or types, defined by their
prototypical characteristics, can be identified, and individuals can be objectively assigned to
groups representing different cultural profiles. To our knowledge, only one published study
(Chia and Costigan 2006) has employed such an approach for measuring cultural
orientation. Their research identified five distinct acculturation groups in a sample of
Chinese Canadian university students, only three of which resembled types from Berry’s
(1987) four-fold model.
Present Study
The present study will investigate a model of the indirect relation of generational dissonance
in Chinese American parent–child dyads on adolescent depressive symptoms through
supportive parenting. Of the past research on generational dissonance, the few studies
focusing on Chinese immigrant populations in North America have consistently found
evidence for the influence of generational dissonance on parenting and adolescent
adjustment (Buki et al. 2003; Costigan and Dokis 2006a; Crane et al. 2005; Tardiff and
Geva 2006; Ying et al. 2001). This consistency might stem from the ubiquity of parent–child
differences in Western and Chinese orientations (Costigan and Dokis 2006b) and the
cultural distance between Western and Chinese parenting styles and expectations of child
behavior—for example, Chinese culture tends to emphasize Confucian notions of filial
piety, discipline and self-control, and interdependence (Kim and Wong 2002).

Recent empirical research on North American Chinese immigrant families lends support for
a linkage between parent–child cultural differences and parenting difficulties. For example,
Costigan and Dokis (2006a) found that less endorsement of Chinese values and Chinese
language use by children was associated with greater intensity of conflicts with their parents
when their fathers highly endorsed Chinese values and mothers reported high Chinese
language use, respectively. Conversely, greater Chinese language use by children was
positively related to conflict intensity when mothers were low in Chinese language use, and
children’s endorsement of Chinese values was not related to conflict intensity when fathers
indicated low endorsement of Chinese values. Other research with Chinese immigrant
families has also supported links between parent–child differences in language use and less
parent–child cohesion (Tseng and Fuligni 2000), parent–child endorsement of Asian values
and less parental warmth (Costigan and Dokis 2006b), and mothers’ perceptions of Chinese
cultural differences with their children and more parenting difficulties (Buki et al. 2003). An
important aim of this study is to add specificity to the understanding of family processes in
Chinese immigrant families through studying which configurations of generational
consonance and dissonance correspond with more or less supportive parenting.
Based upon past research, we hypothesize that parent–child dyads with more dissimilar
cultural orientations will be characterized by less supportive parenting than generationally
consonant dyads. Due to lack of specificity in past research, we cannot offer more specific
hypotheses regarding differences in supportive parenting between specific consonant or
specific dissonant parent–child dyads. Less supportive parenting (according to measures of

warmth, inductive reasoning, and monitoring) is then expected to relate to concurrent and
longitudinal increases in adolescent depressive symptoms. This hypothesis is supported by
an extensive body of research (e.g., Dumka et al. 1997), including research involving
Chinese American families (e.g., Crane et al. 2005; Kim and Ge 2000). Mother–child and
father–child relationships will be examined separately in recognition that mothers and
fathers might exhibit different patterns of cultural orientation and have different culturally
proscribed parenting roles and parent–child relationships (Costigan and Dokis 2006a;
Costigan and Su 2004; Kim and Wong 2002). This study expands on previous research by
integrating modern person-centered methods, which capture cultural orientation within a
multi-dimensional framework, with more traditional variable-centered methods, in order to
obtain a more nuanced understanding of the interaction of parent–child cultural orientations
in relation to supportive parenting and adolescent depressive symptoms. Taking advantage
of person-centered methods allows this study to address additional important research
questions: (1) Is there an empirical, identifiable typology of cultural orientation? If so, what
does this typology look like and does it vary between Chinese mothers, fathers, and
adolescents? (2) Are differences in supportive parenting observed between certain types of
consonant dyads? (3) Among dissonant dyads, does the direction of differences in cultural
orientation matter? For example, are adolescents who are more oriented towards Chinese
culture than their parents at increased risk for depressive symptoms relative to those dyads
where the direction of differences is reversed?
Method
Participants
Four hundred and fifty-one Chinese American families residing in Northern California
participated in the present study. Adolescents (53.8% female) had a mean age of 13.0 years
(SD = 0.73) at the first wave and 17.05 years (SD = 0.80) at the second wave. Adolescent
children were primarily (75%) US born. Most parents (87% of fathers, 90% of mothers)
were foreign born. Mean age at the time of immigration was 30.45 years (SD = 10.03) for
fathers and 28.30 years (SD = 8.80) for mothers. Length of time in the US was an average of
17.46 years (SD = 9.73) for the fathers and 15.74 years (SD = 8.36) for the mothers.

A majority of both fathers (63.1%) and mothers (68.4%) reported attaining a high school or
higher level of education. The median family annual income range was $30,001–$45,000,
though the income distribution exhibited considerable variability, with 13% reporting less
than $15,000 and 6.2% reporting more than $105,000. Most adolescents (85%) resided with
both parents, with 10.7% living with only their mothers, 1.2% living with only their fathers,
and the remaining adolescents living in other family structure configurations.
Procedure
In 2002, participants were recruited from seven middle schools in major metropolitan areas
of Northern California. With the assistance of school administrators, research staff identified
Chinese American students. Each eligible family was sent a letter describing the study. After
obtaining consent from the family, participants received a packet of questionnaires, which
were collected two to three weeks after mailing by research staff. Of all eligible families
who were contacted, 47% agreed to participate. Of these families, 76% completed surveys.
In 2006, participants were re-contacted for the follow- up study. Eighty percent of the wave
1 sample returned complete surveys at wave 2. Attrition analyses found that attriters were
similar to completers on parental education, family income, and other demographic factors.
Both English version and Chinese version questionnaires were provided to participants. In
order to ensure comparability of the two versions, questionnaires were translated into
Chinese and then back translated into English. Inconsistencies were resolved by two
bilingual research assistants with careful consideration of culturally appropriate meaning of

items. The majority of adolescents used the English version (85% at wave 1), while over
70% of fathers and mothers completed the Chinese version questionnaires.
Measures
Cultural Orientation and Language (Wave 1)—Parents’ and adolescents’ orientation
towards American and Chinese cultures was assessed by the Vancouver Index of
Acculturation (VIA; Ryder et al. 2000). The 20-item VIA comprises two scales, American
and Chinese cultural orientation, each covering 10 identical domains, such as tradition (e.g.,
I often follow Chinese cultural traditions) and values (e.g., I believe in mainstream
American values). Parents and adolescents indicated their agreement with these items on a
response scale ranging from 1 (strongly disagree) to 5 (strongly agree). On the Chinese
orientation scale, Cronbach’s alpha coefficients were .82, .84, and .84 for fathers, mothers,
and adolescents, respectively. On the American orientation scale, Cronbach’s alpha
coefficients were .83, .84, and .81 for fathers, mothers, and adolescents, respectively.
Language proficiency in reading/writing and speaking/understanding both Chinese and

English was assessed with four items (e.g., how well do you speak and understand Chinese).
Parents and adolescents self-reported their perceived ability on a response scale ranging
from 1 (not well) to 5 (extremely well). Language items were highly, positively correlated
within languages (rs = .59–.93) and modestly, negatively correlated across languages (rs =
−.16 to −.36). Within language items for reading/writing and speaking/understanding were
averaged to form two composite variables reflecting English and Chinese language
proficiency.
Attitudes held towards the importance of family obligations were measured with a 12-item
version of a scale developed by Fuligni and colleagues (Fuligni et al. 1999). Family
obligations represent an important aspect of cultural orientation for Chinese families,
particularly as they relate to the Confucian virtue of filial piety. Parents and their adolescents
indicated how important it is to them that the target adolescent is respectful towards the
family, provides current support to the family, and will provide future support to the family

(e.g., have your parents live with you when you get older). Responses ranged from 1 (not at
all important) to 5 (very important). Cronbach’s alpha coefficients were .81, .82, and .89 for
fathers, mothers, and adolescents, respectively.
Supportive Parenting—Supportive parenting was operationalized using scales

measuring three parenting dimensions: parental warmth, inductive reasoning, and
monitoring. Adolescents indicated how often they perceived warmth and affection from
their mother and/or father with an eight-item measure (e.g., act loving, affectionate, and
caring towards you) adapted from the Iowa Youth and Families Project (Conger et al. 1995;
Ge et al. 1996). Responses ranged from 1 (never) to 7 (always). Inductive reasoning (e.g.,
does your parent give you reasons for his/her decisions) and monitoring (e.g., during the
day, does your parent know where you are and what you are doing) were similarly based on
adolescents’ reports on both parents using four and three items, respectively (Kim and Ge
2000). Responses ranged from 1 (never) to 5 (always). These three parenting scales were
employed as manifest indicators of a latent supportive parenting construct. For fathers’
parenting, Cronbach’s alpha coefficients were .78, .78, and .92 for monitoring, inductive
reasoning, and warmth, respectively. For mothers’ parenting, Cronbach’s alpha coefficients
were .67, .75, and .92 for monitoring, inductive reasoning, and warmth, respectively.
Depressive Symptomatology (Waves 1 and 2)—Symptoms of depression were

measured with the Center for Epidemiological Studies Depression Scale (CES-D; Radloff
1977), which has seen extensive use with adolescent (e.g., Radloff 1991) and Chinese (e.g.,
Kim and Ge 2000; Ying 1988, 1995; Ying et al. 2000) samples. With 20 items, the CES-D
comprises four subscales: depressed affect (seven items; e.g., I felt depressed), somatic
symptoms (seven items; e.g., my sleep was restless), lack of well being (four items; e.g., I
enjoyed life, reverse scored), and interpersonal difficulties (two items; e.g., I felt people
disliked me). Adolescents indicated how often they had experienced each symptom during
the past week on a scale ranging from 0 (rarely or none of the time) to 3 (most of the time).
Subscale scores were used as indicators of a latent depressive symptoms construct. In the
present study, Cronbach’s alpha coefficients were .82, .71, and .71 at wave 1 and .86, .78,
and .74 at wave 2 for depressed affect, lack of well being, and somatic symptoms,
respectively.
Results
Overview of Data Analyses
Analyses for the present study proceeded sequentially in three primary steps. In the initial
step, we conducted confirmatory factor analyses (CFA) for each scale to verify their factor
structures. Factor structures for the cultural orientation and depressive symptoms scales
were tested in separate CFA models, whereas structures for warmth, inductive reasoning,
and monitoring were tested simultaneously (though separately for each parent). As
quantifying change often necessitates that constructs are measured on the same metric across
repeated measurements, we used CFA to verify the longitudinal measurement invariance of
the CES-D (Pitts et al. 1996).
The second step involved using latent profile analysis (LPA, our person-centered method) to
identify and enumerate latent classes that are distinguished by differences in cultural
orientation. A form of finite mixture analysis, LPA is the continuous variable counterpart to
latent class analysis and can be viewed as a latent model analog to cluster analysis (Vermunt
and Magidson 2002). LPA models were estimated using multiple, software-generated
random starting value sets to protect against local solutions (Hipp and Bauer 2006). Multiple
indices and solution interpretability were considered in choosing a particular k-class

solution. Following selection of a k-class model, adolescents, mothers, and fathers were each
hard classified (i.e., class membership was treated as known, with individuals having a non-
zero probability of belonging to only one class) into their most likely class or profile based
on estimated posterior probabilities. Dummy variables representing joint class memberships

of mother–adolescent and father–adolescent dyads were computed.
In the final step, we used structural equation modeling (SEM) to test our hypotheses that
supportive parenting will mediate the relation between parent–child cultural orientation and
adolescent depressive symptoms. Mother–child and father–child dyads were examined in
separate models. Steyer, Partchev, and Shanahan’s (2000) change version of the multistate
model with invariant parameters (MSIP) was used to form latent factors representing true
initial levels of, and intraindividual change in, depressive symptoms. This re-
parameterization of the state version of the MSIP involved modeling wave 2 indicators of
depressive symptoms as a function of latent factors for depressive symptoms at wave 1 and
intraindividual change in depressive symptoms from wave 1 to wave 2. These constructs are
analogous to intercept and slope factors in latent growth curve models.
Analyses for the present study were conducted using the Mplus software package (v. 4.2;
Muthén and Muthén, 2006). Analyses employed a robust, full information maximum
likelihood (FIML) estimator to provide better parameter estimates, standard errors, and fit
indices in the presence of missing data and non-normality, except for the ordinal CFA
models for depressive symptoms, which used a mean and variance adjusted weighted least
squares estimator.
Measurement Models
In general, evidence from CFA models supported the factorial validity of the cultural
orientation and language, parenting, and depressive symptoms scales. Across all factors,
factor loadings were substantial in magnitude. Parenting scales were examined
simultaneously in a 3-factor model. Inductive reasoning, warmth, and monitoring factors
were found to be substantially correlated (rs: .61–.84), thereby lending support for the
validity of a second-order supportive parenting construct. Factor loadings for the supportive
parenting factor were substantial (.59–.99). For the CES-D, 3- and 4-factor models,
previously explored by Ying (2002), and a 1-factor ordinal CFA model were examined.
Finding that the 4-factor solution exhibited the best model fit, but that factors were
substantially correlated, we tested and found support for a model with a second-order
depressive symptomatology factor. In further analysis, partial longitudinal measurement
invariance of factor loadings and intercepts was supported. Results from the latent change
model indicated that mean depressive symptom levels did not change between waves, but
that adolescents varied in both their initial levels and change in depressive symptoms. Initial
levels were positively correlated with depressive symptoms at wave 2, but negatively
correlated with change in depressive symptoms, indicating that adolescents who exhibited
more depressive symptoms at wave 1 tended to have subsequent smaller increases or larger
decreases in their depressive symptoms.
Identifying Latent Profiles of Cultural Orientation

The VIA (Vancouver Index of Acculturation) American and Chinese orientation scales,
Chinese and English language proficiency composite variables, and the family obligations
scale (descriptive statistics are shown in Table 1) were specified as indicators in LPA
models. Using information from multiple indices, three-class solutions were deemed best
fitting for adolescents, mothers, and fathers. Labels were given to each profile configuration:
bicultural, more American, or more Chinese cultural orientation. Juxtaposing the solutions

for adolescents, mothers, and fathers (Fig. 1) revealed similar patterns, particularly between
mothers and fathers, and some interesting differences.
Among adolescents, the largest cultural orientation class at 52%, more American, was
characterized by higher means on VIA-American and English language proficiency, and
lowest means on the VIA-Chinese, Chinese language proficiency, and family obligations.
An opposite pattern was observed for the more Chinese class, the smallest class at 18%. The
more Chinese and bicultural (30%) classes represented adolescents who were relatively
proficient in both languages. The more American class comprised predominantly
monolingual English adolescents. Of those adolescents in the bicultural and more American
classes, 74% and 90%, respectively, were US born. In contrast, only 29% of adolescents in
the more Chinese class were US born.
In contrast, mothers in the more Chinese class (40% of mothers) tended to be Chinese
monolingual. Over 99% of the mothers in the more Chinese and bicultural classes (46% of
mothers) were foreign born. Though these two classes share the same country of birth, more
Chinese mothers were differentiated by lower income (b = −1.05, SE = 0.24, p < .001) and
educational attainment (b = −1.36, p < .001), suggesting that they are less proficient in
Chinese due to lower literacy. More American mothers (the smallest class at 14%) were
mostly US born (74%) and were characterized by the highest education (bs = 1.66, 3.02, ps
< .001) and income (bs = 2.83, 3.87, ps < .001).
The cultural orientation profile patterns for fathers were similar to the patterns for mothers.
Over 99% of fathers in the more Chinese (the largest at 48%) and bicultural (37% of
fathers) classes were foreign born, whereas 82% of fathers in the more American group (the
smallest class at 15%) were US born. Bicultural fathers had more income (b = 1.57, p < .
001) and were more highly educated (b = 1.68, p < .001) than more Chinese fathers, and
more American fathers had more income (b = 1.96, p < .001) and education (b = 1.36, p < .
001) relative to bicultural fathers.
These results suggest that the cultural profiles might represent meaningful and distinct
groups. Though individual cultural profiles are interesting in themselves, the focus of this
study is on the interactive influence of parent and child cultural orientations. Frequencies of
these various parent–child combinations are shown in Table 2. Adolescents’ cultural
orientation is neither independent from their mother’s cultural orientation [χ2 (4) = 42.09, p
< .001] nor from their father’s cultural orientation [χ2 (4) = 38.41, p < .001]. This is
illustrated in the interesting, though expected, observation that very few adolescents with
bicultural or more Chinese profiles had mothers or fathers with more American profiles.
Though these parent–child dyads would certainly be an interesting group to study, their very
small representation in our sample precludes them from further consideration. Therefore,
these remaining seven mother–child and seven father–child dyad combinations were
subsequently incorporated into the SEM models.
Primary Analyses
Mother–Adolescent Model—In this model, the joint cultural orientation of mothers and
their adolescents was specified to have an indirect relationship with concurrent adolescent
depressive symptom levels and subsequent change in depressive symptoms through
supportive parenting. Supportive parenting and depressive symptoms were modeled as latent
factors (see Table 3 for descriptive statistics) and mother’s income and education level were
included as covariates in the model to minimize potential confounding of SES. Results,
presented in Fig. 2, suggest that supportive parenting does vary depending on the joint
cultural orientation of mothers and adolescents. In particular, bicultural mothers with
bicultural adolescents exhibited greater supportive parenting than any dyad group where the

mother’s cultural orientation was more Chinese, regardless of the adolescent’s cultural
orientation. Joint bicultural dyads were similarly associated with greater maternal supportive
parenting than dyads involving bicultural mothers with more American adolescents. The
dyad group with the greatest discrepancy in cultural orientation, namely more Chinese
mothers with more American adolescents, was also associated with less supportive parenting
than the dyad group with greatest apparent similarity in cultural orientation, namely mothers
and adolescents who both had more American profiles. When education and income
covariates were dropped from the model, bicultural mothers with more American
adolescents also exhibited more supportive parenting than more Chinese mothers with more
American adolescents. All other comparisons were non-significant. Supportive parenting
was associated, as expected, with less concurrent depressive symptomatology, but was not
associated with longitudinal change in depressive symptom levels. Subsequent analysis with
depressive symptoms at wave 2 as the only outcome factor, however, did reveal that
supportive parenting was longitudinally predictive of lower depressive symptom levels at
wave 2.
Father–Adolescent Model—Specification for the father–adolescent model was identical

to that of the mother–adolescent model. Similar to results from the mother–adolescent
model, bicultural fathers with bicultural adolescents tended to be associated with more
paternal supportive parenting (see Fig. 3). However, a subtle, slightly different pattern
emerged from the father–adolescent model. Whereas greater supportive parenting in jointly
bicultural mothers and adolescents was observed relative to any dyad group where the
mother’s profile was more Chinese, jointly bicultural fathers and adolescents exhibited more
paternal supportive parenting relative to dyad groups in which the adolescents were more
American, except when the fathers were also more American. Similarly, more American
adolescents with fathers that were either bicultural or more Chinese experienced less
supportive parenting than bicultural adolescents with more Chinese fathers, suggesting the
importance of fathers and adolescents sharing a common affinity for Chinese culture. In
other words, adolescents with a bicultural cultural orientation perceived the most supportive
parenting from their fathers, regardless of their father’s cultural orientation. On the other
hand, adolescents with a more American cultural orientation perceived the least supportive
parenting from their fathers, except when their fathers were also more American. Supportive
parenting from fathers was related to lower concurrent depressive symptom levels, but was
positively associated with longitudinal change in depressive symptom levels. This latter
relationship is contrary to our hypotheses and inconsistent with the negative zero-order
correlations between supportive parenting indicators and both time 1 and time 2 depressive
symptomatology indicators. Considering the possibility that this negative relationship is an
artifact of the negative relationship between initial levels of depressive symptomatology and
subsequent change in depressive symptomatology, an alternative model was tested.
Controlling for initial depressive symptom levels, the relationship between supportive
parenting and change in depressive symptoms was non-significant, thereby supporting our
conclusion that the initially obtained relationship was an artifact.
Discussion
A primary aim of this study was to obtain a better understanding of how the cultural
orientations of Chinese immigrant parents and their children can interact to result in
increased depressive symptoms among adolescents through an environment of less
supportive parenting. Overall, the results of this study provide some support, though
qualified, for the notion that generational dissonance is related to supportive parenting and
concurrent levels of depressive symptomatology. In general, having a parent with a
bicultural profile seemed to be most advantageous if adolescents similarly had a bicultural
profile. Importantly, it is not a bicultural mother or father per se that is most saliently linked

with more supportive parenting, but rather it is the combination of a biculturally oriented
parent with a biculturally oriented adolescent. This configuration might be optimal, because
it involves the least distance between parent and child in both Chinese and American
cultures while still facilitating a family environment in which potentially protective aspects
of Chinese cultural values and traditions are held and valued equally by parent and child.
Our findings also indicate that those with the least supportive parenting and highest
depressive symptom levels are parent–child dyads with the greatest cultural and language
differences, namely more American oriented adolescents with more Chinese oriented
parents. This is consistent with our hypotheses and past research (e.g., Costigan and Dokis
2006b). When immigrant parents and their children have difficulty conversing in the same
language, hold different cultural norms for behavior, and differ in the emphasis that they
place on family obligations, the likely concomitant increases in parent–child conflict may
affect parental display of warmth and support (Kwak 2003; Szapocznik and Kurtines 1993).
Additionally, assimilated Chinese children may hold different (i.e., more American) views
of what constitutes supportive parenting from their more traditionally Chinese parents (Qin
2007). However, it would be erroneous to interpret these findings as suggesting that it is the
absolute degree of similarity/dissimilarity between parents’ and their adolescents’ cultural
orientation that is the most important cultural determinant of supportive parenting and
adolescent depressive symptomatology. It could be argued that there is more similarity
between adolescents and parents with more Chinese profiles, though this dyad group had
lower levels of supportive parenting and more depressive symptoms relative to jointly
bicultural dyads. Also similar in cultural orientation were parents and adolescents who both
belonged to the more American profile groups; however, this dyad group was not associated
with differences in supportive parenting or depressive symptoms except for a single
instance. Although not all instances of generational cultural dissonance may lead to greater
conflict and less supportive parenting (Kwak 2003), our results suggest that supportive
parenting, particularly children’s perceptions of supportive parenting, is less likely in the
context of generational cultural dissonance. In turn, Chinese American adolescents who feel
less supported by their parents are more likely to exhibit more concurrent depressive
symptoms.
An interesting question that emerges is whether language differences or cultural differences

are more salient for culturally dissonant parent–child dyads. Although our study was not
designed to address this question systematically, the finding that parent–child dyads
characterized by the least supportive parenting and highest depressive symptoms involved
parents who were minimally proficient in English and children who were minimally
proficient in Chinese could provide a cogent explanation of our findings (Costigan and
Dokis 2006a; Rumbaut 1994). Adolescents, who cannot readily engage in meaningful and
reciprocal communication with their parents, are likely to feel less supported by them
(Tseng and Fuligni 2000). Moreover, such language disparities might function to undermine
parental authority and influence over their children; children who serve as cultural and
language brokers can also have a certain degree of power over their parents, which is a
culturally incongruent scenario for traditional Chinese parents. Demonstrating how language
is a key discerning variable for Asian Americans in predicting their well-being (beyond
acculturation measures), Kang (2006, p. 688) reasons that “language is the major channel
through which cultural information and heritage are exchanged and shared.” However, our
findings suggest that differences are not solely based upon language barriers, and parent–
child differences in Chinese and American cultural affinities also seem to be important. This
is evidenced, for example, by our finding that bicultural consonant mother–child dyads were
associated with more supportive parenting and less depressive symptoms than more Chinese
consonant dyads, even though both dyad groups were characterized by fewer language

differences. Although fluent command of a common language for parent and child may be
an important component, it will not be sufficient for an optimal family environment.
Our findings also illuminated a subtle, yet interesting, difference between mothers and
fathers. Specifically, fathers’ supportive parenting was lower when adolescents were least
oriented to Chinese culture (i.e., more American) if their fathers had a Chinese cultural
affinity (i.e., bicultural or more Chinese). In contrast, mothers tended to be perceived as less
supportive when they held a strong Chinese orientation, regardless of the child’s orientation.
In part, these findings may stem from the strikingly differing parenting roles for mothers and
fathers in traditional Chinese culture (Kim and Wong 2002), and the gendered adaptation
challenges and experiences of Chinese immigrant mothers and fathers (Qin 2007). Evidence
of differences in the relative salience of domains of parent–child cultural and language
differences between mothers and fathers has emerged in other research. One such study
found that mother–child differences in Chinese language use (but not Chinese values) were
predictive of parent–child conflict and children’s depressive symptoms, whereas father–
child differences in Chinese values (but not Chinese language) were predictive of conflict
and depressive symptoms (Costigan and Dokis 2006a). However, it is not easy to reconcile
or compare their findings with our findings given the different methodologies of the two
studies. Nonetheless, both studies highlight the importance of considering mother–child
relationships separately from father–child relationships, particularly for Chinese families,
and that more research is needed to better understand these differences. Interestingly, we
found that both mothers’ and fathers’ supportive parenting were similarly related to
concurrent depressive symptoms among adolescents, though this relationship was
numerically stronger for mothers’ supportive parenting than for father’s supportive
parenting (cf. Chen et al. 2000).
The approach used in this study does not allow for quantifying the degree of parent–child
differences in cultural orientation. We do not view this as an inherent limitation, however,
because our view of cultural orientation is multi-dimensional, and as such, it is difficult to
conceive how such a quantity could be feasibly determined in any meaningful way. It is our
view that our person-centered approach provides a richer description of cultural orientation
and the joint configurations of cultural orientation for parents and their children. In fact, it
was a secondary objective of this study to investigate whether there is a meaningful
typology of cultural orientation among Chinese immigrants, and if so, to define the
prototypical characteristics of the typology. Our findings provide preliminary support for the
existence of such a typology of cultural orientation. That these profiles are distinguished by
differences in supportive parenting (controlling for SES) as well as in parental education and
income supports the distinctiveness and meaningfulness of these cultural profiles.
Interestingly, we did not find evidence for four profiles, as would be suggested by Berry’s
(1987) four-fold model (cf. Chia and Costigan 2006). In particular, we found no evidence of
a marginalized group (individuals who identify with neither Chinese nor American culture).
In fact, neither the more American nor the more Chinese groups was low in endorsement of
a Chinese or an American cultural affinity, respectively—and thus neither readily maps onto
Berry’s assimilation or separated modes of acculturation. Importantly, our results also
suggest that generational status is not an adequate proxy for cultural orientation or
acculturation. First glances at these profiles might suggest that they are demarcated and
defined predominantly by differences in language proficiency. For now, we believe drawing
such a conclusion is premature as our findings suggest that salient differences in cultural
values are captured by the profiles. However, that the VIA (Vancouver Index of
Acculturation) and family obligations scales were highly endorsed by most participants and
exhibited little variability across profiles does raise concern of acquiescence or other
response biases (Rudmin 2003). Nonetheless, small differences on the observed, somewhat
arbitrary metric could still reflect meaningful differences on the latent factor. Further

research with other indicators of cultural orientation, ideally with greater variability, is
needed to cross-validate our three-class typology.
The results of this study should be interpreted in conjunction with its limitations. Even
though our sample size was substantial relative to many similar past studies, sizes for the
dyad groups were not large and may have precluded us from detecting differences in some
comparisons. We were unable to explore two dyad groups where the adolescent is more
Chinese oriented than their parents, nor consider triads consisting of mother, father, and
child. Our sample size, given the multiple dyad groups, was also not sufficient to test our
model separately for males and females. As parenting in Chinese culture is often different
for boys and girls (Kim and Wong 2002), this would be an interesting and important
endeavor for future research. Readers should also be mindful that generalizability of our
findings may be limited by our less than desired response rate. Our comparisons with census
data suggest that our sample may be over-represented by lower SES Chinese Americans.
Another potential limitation of our model is that it assumes that the relationship between
supportive parenting and depressive symptoms is not moderated by the child’s cultural
orientation. The meaning of supportive parenting, as operationalized in this study, and
relationships with other constructs might vary depending, for example, on whether the child
is first or second generation (Chao 2001). We encourage future research to investigate this.
Statistically, it would have been preferable to model cultural orientation class membership
as a latent class variable rather than as a known, observed variable, though such an option
was not feasible for our aims. However, that there was a high degree of classification
certainty, as indicated by high average posterior probabilities for the most likely classes,
minimizes the potential biases in model estimates caused by treating class membership as
known rather than as unobserved and probabilistic. Finally, though longitudinal, our study is
correlational and causal inferences that can be drawn are limited.
Pending further replication, the findings of this study hold potential implications for the
provision of mental health related services to Chinese immigrant families. The findings of
this study support the recommendation made by others (e.g., Ying and Han 2007) that
service providers focus on intergenerational relationships and assess for intergenerational
cultural dissonance and conflict when working with Chinese immigrant families. Two
interventions that focus on reducing intergenerational cultural conflict, Bicultural
Effectiveness Training (Szapocznik and Kurtines 1993) and the Strengthening of
Intergenerational/Intercultural Ties in Immigrant Chinese American Families program (Ying
1999), hold promise for improving parent–child relationships in immigrant families. A
notable contribution of our study is the greater specificity in understanding the nuanced
relationship of mother–child and father–child cultural dissonance to parenting and
adolescent mental health, which may be helpful for practitioners employing the
aforementioned or similar interventions. Based on the results of this and past research,
practitioners should remain mindful of the different implications of generational cultural
consonance and dissonance in the mother–child relationship versus the father–child
relationship.
In summary, this study suggests that the influence of generational cultural dissonance on
children’s socioemotional functioning in Chinese American families is more nuanced than
previously theorized or acknowledged; this study also exemplifies the benefits of using a
person-centered approach in future tests of generational consonance/dissonance theory. An
interesting direction for future research would be to investigate whether this typography of
cultural orientation is stable or changes in structure or class proportions over time
(acculturative and enculturative change) and whether such changes are similar or divergent
for children and parents. A person-centered approach might be especially appropriate for
empirical studies of segmented assimilation theory, which postulates that because US

society is stratified according to class and race, immigrants are likely to traverse
qualitatively different assimilation trajectories (Zhou and Xiong 2005). In conclusion, a
person-centered perspective has much to offer future research on acculturation and
generational dissonance and has perhaps been underutilized in the past.
Acknowledgments
Research funds were provided by the Jacobs Foundation Young Investigator Grant awarded to Dr. Su Yeong Kim,
and by the American Nurses Foundation Grant awarded to Dr. Angela Chia-Chen Chen.
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Biographies
Scott Weaver is an Assistant Professor in the Department of Psychology at Georgia State
University. He received his Ph.D. in Clinical Psychology from the University at Albany,
State University of New York. His research interests include ecocultural and developmental
models of risk and resiliency for immigrant and ethnically diverse families, and quantitative
methodology in developmental and cross-cultural psychology.
Su Yeong Kim is an Assistant Professor in the Department of Human Ecology, Division of

Human Development and Family Sciences at the University of Texas at Austin. She
received her Ph.D. in Human Development from the University of California, Davis. Her
research interests include the role of cultural and family contexts that shape the development
of adolescents in immigrant and minority families in the US.

Fig. 1.
Cultural Orientation Latent Profiles. Plotted values are estimated with-in class means on the
indicator variables. Error bars depict 95% confidence intervals around their respective
means. VIA = Vancouver Index of Acculturation

Fig. 2.
The influence of mother/adolescent joint cultural orientation on adolescent depressive
symptomatology via supportive parenting. Path coefficients, their respective standard errors,
and probability values for the effects of joint cultural orientation on supportive parenting are
shown in parentheses. For these pathways, only statistically significant coefficients, which
represent group differences in mean levels of supportive parenting, are presented for visual
clarity. A negative coefficient reflects that the reference group is associated with greater
supportive parenting. M = Mother, Adol: Adolescent, Chin = more Chinese cultural
orientation, Amer = more American cultural orientation, Bicult = Bicultural cultural
orientation. *p < .05

Fig. 3.
The influence of father/adolescent joint cultural orientation on adolescent depressive
symptomatology via supportive parenting. Path coefficients, their respective standard errors,
and probability values for the effects of joint cultural orientation on supportive parenting are
shown in parentheses. For these pathways, only statistically significant coefficients, which
represent group differences in mean levels of supportive parenting, are presented for visual
clarity. A negative coefficient reflects that the reference group is associated with greater
supportive parenting. F = Father, Adol: Adolescent, Chin = more Chinese cultural
orientation, Amer = more American cultural orientation, Bicult = Bicultural cultural
orientation. *p < .05

NIH-PA Author Manuscript NIH-PA Author Manuscript NIH-PA Author Manuscript
Table 1
Descriptive statistics for cultural orientation variables
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Adolescent
Weaver and Kim
1. VIA—American – .40 .18 –.02 .20 .20 .06 .11 –.07 –.02 .19 .07 .15 –.00 .06
2. VIA—Chinese – −.05 .36 .30 .04 .14 −.11 .09 −.05 .03 .22 −.11 .19 .14
3. English language – −.32 −.01 .15 −.11 .33 −.18 .02 .12 .00 .31 −.20 .02
4. Chinese language – .14 −.17 .16 −.32 .40 −.14 −.28 .10 −.45 .42 −.00
5. Family obligations – .05 .07 −.06 .02 .09 .13 .06 .01 .05 .12
Father
6. VIA—American – .23 .38 −.12 .05 .44 .15 .31 −.17 −.00
7. VIA—Chinese – −.16 .32 .19 .06 .51 −.20 .27 .09
8. English language – −.21 .09 .35 −.07 .75 −.27 −.04
9. Chinese language – −.05 −.28 .19 −.33 .56 −.09
10. Family obligations – .04 .08 .09 −.02 .34
Mother
11. VIA—American – .20 .44 −.20 .11
12. VIA—Chinese – −.10 .25 .23
13. English language – −.28 −.00
14. Chinese language – .09
15. Family obligations
M 3.80 4.22 2.72 3.62 3.48 3.82 2.51 3.48 3.34 3.45 3.86 2.34 3.66 3.52 3.72
SD 0.55 0.82 1.04 0.66 0.44 0.45 1.39 1.22 0.59 0.47 0.47 1.32 1.20 0.61 0.49

Note. VIA—American = Vancouver Index of Acculturation—American orientation scale; VIA—Chinese = Vancouver Index of Acculturation —Chinese orientation scale
Page 19
Table 2
Joint distribution of parent–adolescent cultural orientation profiles
Adolescent cultural orientation Mother cultural orientation Father cultural orientation Totala
More Chinese More American Bicultural More Chinese More American Bicultural
Weaver and Kim
More Chinese
n 35 2 28 37 3 23 65/63
Table % 8.6 .5 6.9 9.7 .8 6.0
More American
n 71 50 96 82 51 66 217/199
Table % 17.4 12.3 23.6 21.5 13.4 17.3
Bicultural
n 55 2 68 70 3 46 125/119
Table % 13.5 .5 16.7 18.4 .8 12.1
Total 161 54 192 189 57 135
a
Values before the slash represent marginal frequencies for the mother–adolescent portion of the table; numbers after the slash represent marginal frequencies for the father–adolescent portion of the table

Page 20
Table 3
Descriptive statistics for parenting and depression variables
1 2 3 4 5 6 7 8 9 10 11 12 13 14
1. Maternal warmth – .68 .37 .74 .47 .32 −.24 −.27 −.34 −.20 −.12 −.16 −.28 −.09
Weaver and Kim
2. Maternal IR − .42 .55 .74 .34 −.19 −.20 −.26 −.13 −.08 −.11 −.23 −.09
3. Maternal monitoring − .32 .32 .68 −.29 −.20 −.23 −.14 −.13 −.09 −.18 −.20
4. Paternal warmth – .70 .52 −.27 −.25 −.30 −.19 −.10 −.11 −.18 −.09
5. Paternal IR – .52 −.20 −.20 .25 −.14 −.00 −.04 −.10 −.07
6. Paternal monitoring – −.26 −.18 −.21 −.17 −.02 −.02 −.07 −.14
7. Depressed affect (T1) – .63 .43 .52 .24 .26 .19 .28
8. Somatic symptoms (T1) – .30 .41 .25 .34 .21 .26
9. Lack of well being (T1) – .26 .15 .17 .28 .10
10. Interpersonal difficulties (T1) – .12 .14 .14 .21
11. Depressed affect (T2) – .71 .51 .56
12. Somatic symptoms (T2) – .38 .52
13. Lack of well being (T2)
14. Interpersonal difficulties (T2) – .28
M 4.97 3.26 4.08 4.71 3.09 3.69 0.43 0.62 1.08 0.56 0.52 0.77 1.07 .49
SD 1.33 0.92 0.83 1.43 1.00 1.06 0.49 0.45 0.69 0.66 0.56 0.50 0.69 0.58
Note. T1 = Time 1, T2 = Time 2

Page 21
1
TUGAS REVIEW JURNAL

(BAHASA INDONESIA)
Direview Oleh :
AMILIA ARIFIN
(10513806)
AMALIA ARIFIN (1051308)

2
TUGAS REVIEW JURNAL
Judul Pengaruh Motivasi Belajar Siswa Terhadap Pretasi Belajar IPA di Sekolah
Dasar
Jurnal Jurnal Penelitian Pendidikan
Volume & Vol. 12 No. 1
Halaman
Tahun 2011
Penulis Ghullam Hamdu & Lisa Agustina
Sumber (Sumber:https://amyliaarifin12.wordpress.com/2015/12/26/tugas-
review-jurnal-psikologi-manajemen/
Reviewer AMILIA ARIFIN, (10513806)
Tujuan Tujuan utama dari penelitian ini adalah untuk mengetahui pengaruh
Penelitian motivasi belajar siswa terhadap prestasi belajar IPA di Sekolah Dasar
Hipotesis H0 : “Tidak terdapat pengaruh motivasi belajar terhadap prestasi
Penelitian belajar siswa pada mata pelajaran IPA”.
HA : “Terdapat pengaruh motivasi belajar terhadap prestasi belajar
siswa pada mata pelajaran IPA.
Subjek 1. Siswa kelas IV SDN Kecamatan Tawang Kota Tasikmalaya
Penelitian 2. Sampel 26 orang siswa dilakukan penelitian selama 4 bulan dari
bulan agustus sampai dengan November 2010
Metode Metode yang digunakan dalam penelitian ini adalah metode kuantitatif.
Penelitian
Definisi Variabel dependen dalam penelitian ini adalah Pretasi Belajar IPA.
Operasional Poerwanto (2007) memberikan pengertian prestasi belajar yaitu hasil
Variabel yang dicapai oleh seseorang dalam usaha belajar sebagaimana yang
Dependen dinyatakan dalam raport.
Winkel (1997) mengatakan bahwa prestasi belajar adalah suatu bukti
keberhasilan belajar atau kemampuan seseorang siswa dalam melakukan
kegiatan belajar sesuai dengan bobot yang dicapainya
Cara & Alat Cara dan alat yang digunakan untuk mengukur variabel dependen yaitu
Mengukur menggunakan nilai tes formatif mata pelajaran IPA yang berasal dari
Variabel data dokumentasi rata-rata prestasi belajar siswa dalam pembelajaran
Dependen
Definisi Variabel independen dalam penelitian ini adalah motivasi belajar siswa.
Operasional Menurut Clayton Alderfer (dalam Nashar, 2004) Motivasi belajar adalah
Variabel kecenderungan siswa dalam melakukan kegiatan belajar yang didorong
Independen oleh hasrat untuk mencapai prestasi atau hasil belajar sebaik mungkin.

3
Cara & Alat Cara dan alat yang digunakan untuk mengukur variabel dependen yaitu
Mengukur dengan 8 indikator disusun dalam
Variabel Abin Syamsudin M (2007) kemudian disusun dalam bentuk instrum
Independen en angket (skala likert) dengan jumlah 20 soal.
Metode Uji Korelasional dengan bantuan program SPSS Statistik 16.0.
Analisis Data
Hasil Hasil penelitian menunjukkan bahwa secara umum motivasi
Penelitian belajar dan prestasi belajar siswa kelas IV SD N Tarumanagara
tergolong baik. Analisis juga menunjukkan bahwa pengaruh
motivasi belajar besar pengaruhnya terhadap prestasi belajar IPA
dari siswa. Sehungga sebagaimana yang diungkapkan oleh
Keller (dalam Nashar, 2004:77) bahwa prestasi belajar dapat dilihat
dari terjadinya perubahan hasil masukan pribadi berupa motivasi dan
harapan untuk
berhasil. Peningkatan hasil belajar siswa dipengaruhi oleh banyak f
aktor salah satunya adalah motivasi untuk belajar.
Hasil penelitian ini juga menginformasikan terdapat pengaruh yang
signifikan antara motivasi terhadap prestasi belajar siswa. Hal ini berarti
bahwa jika siswa memiliki motivasi dalam belajar, maka prestasi
belajarnya pun akan baik (tinggi). Sebaliknya jika siswa memiliki
kebiasaan yang buruk dalam belajar, maka prestasi belajarnya pun akan
buruk (rendah).
Kekuatan Secara keseluruhan jurnal ini sudah terlihat sangat baik dalam hal
Penelitian mendeskripsikan apa yang ingin disampaikan oleh peneliti. Dikarenakan
penelitian ini termasuk penelitian yang menggunakan metode secara
kuantitatif yakni dengan variabel independen dan dependen , peneliti
lebih bisa menyaksikan langsung kejadian di lapangan seperti apa.
Deskripsi yang detail dan mendalam tentang kasus merupakan sebuah
keharusan bagi peneliti kualitatif.
Kelemahan Dari segi struktural, akan lebih baik lagi jika ditambahkan poin masalah
Penelitian atau pertanyaan penelitian. Hal ini tentunya akan membantu peneliti
untuk mempermudah dalam hal mengkategorisasikan atau
mengklasifikasikan tujuan penelitiannya.

ISSN 1412-565X
PENGARUH MOTIVASI BELAJAR SISWA TERHADAP PESTASI BELAJAR IPA

DI SEKOLAH DASAR
(Studi Kasus terhadap Siswa Kelas IV SDN Tarumanagara
Kecamatan Tawang Kota Tasikmalaya)
Oleh: Ghullam Hamdu, Lisa Agustina
ABSTRACT
Motivation is one of the several things which determines the successful of the student learning
activity. Without motivation, learning process is difficult to achieve optimum success. The use of
the principle of motivation is something essential in the learning and education process. This
article trils to investigate the influence of learning motivation to the student science performance.
This correlation descriptive study was conducted as a case study on elementary school fourth
grade students and the objective was to describe the level of influence of student's motivation
toward science performance. A total of 26 fourth grade students at Tarumanagara Elementary
School District Tawang is used as a sample. Data was collected using a questionnaire as an
instrument of learning motivation variables and test results as the average student achievement
variable. Results of data processed with statistical calculations and the average correlation
performed using SPSS 16.0. Results showed that on average, learning motivation and science
learning performance of students achieve good interpretation. The Influence of student’s learning
motivation showed significant high correlation and donate the influence of 48.1% on student’s
science performance.
Keywords: Learning Motivation, Science Performance.
PENDAHULUAN
Pendidikan dan pengajaran adalah suatu proses yang sadar tujuan. Tujuan dapat diartikan
sebagai suatu usaha untuk memberikan rumusan hasil yang diharapkan siswa setelah
melaksanakan pengalaman belajar (Sadirman, 2004). Tercapai tidaknya tujuan pengajaran salah
satunya adalah terlihat dari prestasi belajar yang diraih siswa. Dengan prestasi yang tinggi, para
siswa mempunyai indikasi berpengetahuan yang baik.
Salah satu faktor yang mempengaruhi prestasi siswa adalah motivasi. Dengan adanya
motivasi, siswa akan belajar lebih keras, ulet, tekun dan memiliki dan memiliki konsentrasi penuh
dalam proses belajar pembelajaran. Dorongan motivasi dalam belajar merupakan salah satu hal
yang perlu dibangkitkan dalam upaya pembelajaran di sekolah.
Penelitian Wasty Soemanto (2003) menyebutkan, pengenalan seseorang terhadap prestasi
belajarnya adalah penting, karena dengan mengetahui hasil-hasil yang sudah dicapai maka siswa
akan lebih berusaha meningkatkan prestasi belajarnya. Dengan demikian peningkatan prestasi
belajar dapat lebih optimal karena siswa tersebut merasa termotivasi untuk meningkatkan prestasi
belajar yang telah diraih sebelumnya.
Jurnal Penelitian Pendidikan Vol. 12 No. 1 90

April 2011
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Biggs dan Tefler (dalam Dimyati dan Mudjiono, 2006) mengungkapkan motivasi belajar
siswa dapat menjadi lemah. Lemahnya motivasi atau tiadanya motivasi belajar akan melemahkan
kegiatan, sehingga mutu prestasi belajar akan rendah. Oleh karena itu, mutu prestasi belajar pada
siswa perlu diperkuat terus-menerus. Dengan tujuan agar siswa memiliki motivasi belajar yang
kuat, sehingga prestasi belajar yang diraihnya dapat optimal.
Motivasi belajar yang dimiliki siswa dalam setiap kegiatan pembelajaran sangat berperan
untuk meningkatkan prestasi belajar siswa dalam mata pelajaran tertentu (Nashar, 2004:11).
Siswa yang bermotivasi tinggi dalam belajar memungkinkan akan memperoleh hasil belajar yang
tinggi pula, artinya semakin tinggi motivasinya, semakin intensitas usaha dan upaya yang
dilakukan, maka semakin tinggi prestasi belajar yang diperolehnya.
IPA sebagai salah satu mata pelajaran di sekolah, dapat memberikan peranan dan
pengalaman bagi siswa. Hasil pembelajaran IPA pun dapat sangat dipengaruhi oleh motivasi dari
siswa. Baik itu motivasi internal maupun motivasi eksternal. Pembelajaran IPA dilakukan dengan
berbagai upaya, yaitu salah satunya melalui peningkatan motivasi belajar. Dalam hal belajar siswa
akan berhasil jika dalam dirinya sendiri ada kemauan untuk belajar dan keinginan atau dorongan
untuk belajar, karena dengan peningkatan motivasi belajar maka siswa akan tergerak, terarahkan
sikap dan perilaku siswa dalam belajar, dalam hal ini belajar IPA.
KAJIAN PUSTAKA
1. Pengertian Tentang Belajar dan pembelajaran
Slameto (2003) mengemukakan bahwa belajar adalah serangkaian kegiatan jiwa raga untuk
memperoleh suatu perubahan tingkah laku sebagai hasil dari pengalaman individu dalam interaksi
dengan lingkungannya menyangkut kognitif, afektif, dan psikomotorik. Dalam belajar, siswa
mengalami sendiri proses dari tidak tahu menjadi tahu.
Mohamad Surya (2004) mengungkapkan bahwa pembelajaran merupakan suatu proses
perubahan yaitu perubahan perilaku sebagai hasil interaksi antara dirinya dan lingkungannya
dalam memenuhi kebutuhan hidupnya. Secara lengkap, pengertina pembelajaran dapat
dirumuskan sebgai berikut: “pembelajaran ialah suatu proes yang dilakukan oleh individu untuk
memperoleh perubahan perilaku yang baru secara keseluruhan, sebagai hasil dari pengalamn
individu itu sendiri dalam interaksi dengan lingkungannya“.
2. Motivasi Belajar
Pada dasarnya motivasi adalah suatu usaha yang disadari untuk menggerakkan,
menggarahkan dan menjaga tingkah laku seseorang agar ia terdorong untuk bertindak melakukan
sesuatu sehingga mencapai hasil atau tujuan tertentu.

April 2011
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Menurut Clayton Alderfer (dalam Nashar, 2004:42) Motivasi belajar adalah kecenderungan
siswa dalam melakukan kegiatan belajar yang didorong oleh hasrat untuk mencapai prestasi atau
hasil belajar sebaik mungkin.
Motivasi dipandang sebagai dorongan mental yang menggerakkan dan mengarahkan
perilaku manusia, termasuk perilaku belajar. Dalam motivasi terkandung adanya keinginan yang
mengaktifkan, menggerakkan, menyalurkan dan mengarahkan sikap serta perilaku pada individu
belajar (Koeswara, 1989 ; Siagia, 1989 ; Sehein, 1991 ; Biggs dan Tefler, 1987 dalam Dimyati
dan Mudjiono, 2006)
Untuk peningkatan motivasi belajar menurut Abin Syamsudin M (1996) yang dapat kita
lakukan adalah mengidentifikasi beberapa indikatoryna dalam tahap-tahap tertentu. Indikator
motivasi antara lain: 1) Durasi kegiatan, 2) Frekuensi kegiatan, 3) Presistensinya pada tujuan
kegiatan, 4) Ketabahan, keuletan dan kemampuannya dalam menghadapi kegiatan dan kesulitan
untuk mencapai tujuan, 5) Pengabdian dan pengorbanan untuk mencapai tujuan, 6) Tingkatan
aspirasi yang hendak dicapai dengan kegiatan yang dilakukan, 7) Tingkat kualifikasi prestasi, 8)
Arah sikapnya terhadap sasaran kegiatan.
3. Prestasi Belajar
Poerwanto (2007) memberikan pengertian prestasi belajar yaitu “ hasil yang dicapai oleh
seseorang dalam usaha belajar sebagaimana yang dinyatakan dalam raport” Selanjutnya Winkel
(1997) mengatakan bahwa “ prestasi belajar adalah suatu bukti keberhasilan belajar atau
kemampuan seseorang siswa dalam melakukan kegiatan belajar sesuai dengan bobot yang
dicapainya” Sedangkan menurut Nasution, S (1987) prestasi belajar adalah “ kesempurnaan yang
dicapai seseorang dalam berfikir, merasa dan berbuat, prestasi belajar dikatakan sempurna apabila
memenuhi tiga aspek yakni: kognitif, afektif dan psikomotor, sebaliknya dikatakan prestasi
kurang memuaskan jika seseorang belum mampu memenuhi target dalam ketiga kriteria tersebut”
Berdasarkan pengertian diatas, maka dapat dijelaskan bahwa prestasi belajar merupakan
tingkat kemanusiaan yang dimiliki siswa dalam menerima, menolak dan menilai informasi-
informasi yang diperoleh dalam proses belajar mengajar. Prestasi belajar seseorang sesuai dengan
tingkat keberhasilan sesuatu dalam mempelajari materi pelajaran yang dinyatakan dalam bentuk
nilai atau raport setiap bidang studi setelah mengalami proses belajar mengajar. Prestasi belajar
siswa dapat diketahui setelah diadakan evaluasi. Hasil dari evaluasi dapat memperlihatkan tentang
tinggi atau rendahnya prestasi belajar siswa.

April 2011
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METODE PENELITIAN
Penelitian dengan metode penelitian kuantitatif ini akan dilaksanakan di kelas IV SDN 18
Kecamatan Tawang Kota Tasikmalaya dengan sampel sebanyak 26 orang siswa dan dilakukan
selama 4 bulan dari bulan Agustus sampai dengan November 2010. Variabel independen dalam
penelitian ini yaitu motivasi belajar siswa dengan 8 indikator sebagaimana yang diungkapkan oleh
Abin Syamsudin M (2007:30) kemudian disusun dalam bentuk instrumen angket (skala likert)
dengan jumlah 20 soal. Angket ini terlebih dahulu diuji validitas dan reliabilitas sebelum dipakai
di lapangan. Sedangkan variabel dependen yaitu nilai tes formatif mata pelajaran IPA yang
berasal dari data dokumentasi rata-rata prestasi belajar siswa dalam pembelajaran.
Data hasil penelitian dari angket dan data prestasi siswa diolah dengan merata-ratakan dan
dihitung berdasarkan kategori dari Riduan (2009):
X ≥ Xid + 0,61sd adalah dirasakan atau tinggi
Xid - 0,61sd < X < X id + 0,61 sd adalah cukup dirasakan atau sedang
X ≤ Xid – 0,61sd adalah kurang dirasakan atau kurang
Setelah itu dilakukan uji normalitas, uji korelasi dan Uji Koefisien Determinasi berdasarkan
hipotesis: (H0) “Tidak terdapat pengaruh motivasi belajar terhadap prestasi belajar siswa pada
mata pelajaran IPA”. Sedangkan Ha “Terdapat pengaruh motivasi belajar terhadap prestasi belajar
siswa pada mata pelajaran IPA. Analisis dilakukan terhadap semua data yang diperoleh dengan
bantuan program SPSS Statistik 16.0.
HASIL PENELITIAN DAN PEMBAHASAN

Hasil analisis terhadap hasil rata-rata angket dari total jumlah siswa menunjukan valid,
reliabel dan terdistribusi normal. Berikut ini perhitungan deskripsi nilai dari motivasi belajar
siswa:
TABEL 1
DESKRIPTIF MOTIVASI BELAJAR SISWA
N Std.
Mean Min Max Sum
Valid Missing Deviation
X 26 0 87,46 7,596 72 99 2274
Hasil deskriptif data motivasi belajar siswa dalam penelitian ini diterangkan bahwa terdapat
jumlah kasus 26 orang siswa yang mengisi angket dengan rata-rata (mean) sebesar 87,46;
simpangan baku (standar deviasi) = 7,596; skor minimun dari data motivasi belajar siswa yang

April 2011
ISSN 1412-565X
paling rendah = 72 dan skor maksimum dari data motivasi belajar siswa = 99. Sedangkan jumlah
skor keseluruhan sebesar 2274.
Sedangkan Perbandingan rata-rata setiap indikator dari jumlah total siswa dapat dilihat dari
gambar dibawah ini:
Rata-rata skor
Indikator Motivasi
Gambar 1. Diagram Batang Hasil Rata-rata Angket Setiap Indikator
Hasil dari nilai prestasi belajar siswa dihitung dengan hasil perhitungan Deskriftif seperti
Tabel 4.20 sebagai berikut:
TABEL 2
DESKRIPTIF PRESTASI BELAJAR IPA
N Std.
Mean Min Max Sum
Valid Missing Deviation
Y 26 0 88,46 7,317 70 100 2300
Hasil deskriftif data prestasi belajar IPA dalam penelitian ini diterangkan bahwa terdapat
26 orang siswa yang mengisi angket dengan rata-rata (mean) sebesar 88,46; simpangan baku
(standar deviasi) = 7,317; skor minimun dari data motivasi belajar siswa yang paling rendah = 70
dan skor maksimum dari data motivasi belajar siswa = 100. Sedangkan jumlah skor keseluruhan
sebesar 2300.
Berdasarkan uji hipotesis diperoleh, besarnya koefisien korelasi (r) yaitu sebesar 0,693 lebih
besar dari 0,491 dengan taraf signifikan 1%. Dengan demikian dapat disimpulkan bahwa Ha
diterima yaitu “terdapat hubungan motivasi belajar terhadap prestasi belajar IPA” Jika
dikonsultasikan dengan pendapat Arikunto, S (2006) maka besarnya korelasi ini berada pada
rentang 0,600 – 0,800 dengan tingkat hubungan yang tinggi. Dengan demikian data di atas

April 2011
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memiliki tingkat hubungan yang tinggi anatara motivasi siswa dan prestasi belajar pada mata
pelajaran IPA.
Sementara itu berdasarkan uji koefisien determinasi dengan rumusan KP = r2 x 100%,
menunjukkan kontribusi variabel X (motivasi siswa) terhadap variabel Y (prestasi belajar IPA)
berpengaruh sebesar 48,1%, sedangkan 51,9% lainnya dipengaruhi oleh faktor lain yang tidak
diketahui.
Hasil penelitian menunjukkan bahwa secara umum motivasi belajar dan prestasi belajar
siswa kelas IV SD N Tarumanagara tergolong baik. Analisis juga menunjukkan bahwa pengaruh
motivasi belajar besar pengaruhnya terhadap prestasi belajar IPA dari siswa. Sehungga
sebagaimana yang diungkapkan oleh Keller (dalam Nashar, 2004:77) bahwa prestasi belajar
dapat dilihat dari terjadinya perubahan hasil masukan pribadi berupa motivasi dan harapan untuk
berhasil. Peningkatan hasil belajar siswa dipengaruhi oleh banyak faktor salah satunya adalah
motivasi untuk belajar.
Hasil penelitian ini juga menginformasikan terdapat pengaruh yang signifikan antara
motivasi terhadap prestasi belajar siswa. Hal ini berarti bahwa jika siswa memiliki motivasi dalam
belajar, maka prestasi belajarnya pun akan baik (tinggi). Sebaliknya jika siswa memiliki kebiasaan
yang buruk dalam belajar, maka prestasi belajarnya pun akan buruk (rendah).
KESIMPULAN
Tanggapan siswa kelas IV Tarumanagara Kota Tasikmalaya terhadap motivasi belajar
diinterpretasikan baik karena nilai rata-rata (87,46) berada dalam kategori X ≥ 61. Prestasi tiap
siswa berbeda-beda ada yang tinggi dan ada yang rendah. Prestasi belajar pada kelas IV SDN
Tarumanagara umumnya diinterpretasikan baik karena nilai rata-rata (88,46) berada dalam
kategori X ≥ 61.
Berdasarkan pengolahan dan analisis data dengan dibantu program SPSS 16.0 diperoleh
koefisien korelasi (r) sebesar 0,693 artinya motivasi belajar dengan prestasi belajar siswa
memiliki pengaruh yang signifikan, dengan demikian dapat disimpulkan bahwa terdapat pengaruh
motivasi belajar terhadap prestasi belajar IPA”. Setelah dikorelasikan menunjukkan interprestasi
tingkat reliabilitas tinggi besarnya pengaruh motivasi belajar terhadap prestasi belajar IPA siswa
kelas IV SDN Tarumanagara Tawang Tasikmalaya adalah sebesar 48,1%.
DAFTAR PUSTAKA
Abin Syamsudin. (1996). Psikologi Kependidikan. Bandung: PT Remaja Rosda Karya.
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
April 2011
ISSN 1412-565X
Dimyati dan Mudjiono. (2006). Belajar dan Pembelajran. Jakarta: PT Rajagrafindo Persada.
Muhamad Surya. (2004). Psikologi Pembelajaran dan Pengajaran. Bandung: Pustaka Bani
Quraisyi.
Nashar. (2004). Peranan Motivasi dan Kemampuan Awal dalam Kegiatan Pembelajaran. Jakarta:
Delia Press.
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BIODATA SINGKAT
Penulis adalah staf pengajar tetap bidang pendidikan IPA
di Universitas Pendidikan Indonesia Kampus Tasikmalaya.

April 2011

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TUGAS REVIEW JURNAL

SRI UTAMI HALMAN

SRI UTAMI HALMAN (1171040009)

TUGAS REVIEW JURNAL

Judul A Person-centered Approach to Studying the Linkages among

SRI UTAMI HALMAN (1171040009)

SRI UTAMI HALMAN (1171040009)

Langkah-langkah Langkah-langkah yang digunakan dalam proses penelitian ini

SRI UTAMI HALMAN (1171040009)

J Youth Adolesc. 2008 January ; 37(1): 36–49. doi:10.1007/s10964-007-9221-3.

A Person-centered Approach to Studying the Linkages among

Scott R. Weaver and

Chinese American; Immigrants; Intergenerational cultural differences; Person-centered analysis;

Correspondence to: Scott R. Weaver.

Differential modes and rates of acculturation can result in parent–child differences in

Chentsova-Dutton 2002, p. 95).

Operationalizing Generational Dissonance: Arguments for a Person-centered Approach

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

interpretation difficult or impossible.

Alternative, and even complimentary, to variable-centered analysis is a person-centered

A thoughtfully employed, person/family-centered approach has the potential to provide a

(1987) four-fold typology of acculturation, for example, identifying a person’s mode of

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

specific dissonant parent–child dyads. Less supportive parenting (according to measures of

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

bilingual research assistants with careful consideration of culturally appropriate meaning of

Language proficiency in reading/writing and speaking/understanding both Chinese and

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

Supportive Parenting—Supportive parenting was operationalized using scales

Depressive Symptomatology (Waves 1 and 2)—Symptoms of depression were

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

on estimated posterior probabilities. Dummy variables representing joint class memberships

Identifying Latent Profiles of Cultural Orientation

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

Father–Adolescent Model—Specification for the father–adolescent model was identical

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

An interesting question that emerges is whether language differences or cultural differences

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

generational dissonance and has perhaps been underutilized in the past.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

of adolescent depressive symptoms and conduct problems. Developmental Psychology

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

mental health in Southeast Asian American adolescents. American Journal of Orthopsychiatry

methodology in developmental and cross-cultural psychology.

Su Yeong Kim is an Assistant Professor in the Department of Human Ecology, Division of

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

Note. T1 = Time 1, T2 = Time 2

J Youth Adolesc. Author manuscript; available in PMC 2010 August 18.

TUGAS REVIEW JURNAL

AMALIA ARIFIN (1051308)

TUGAS REVIEW JURNAL

AMALIA ARIFIN (1051308)

AMALIA ARIFIN (1051308)

PENGARUH MOTIVASI BELAJAR SISWA TERHADAP PESTASI BELAJAR IPA

Oleh: Ghullam Hamdu, Lisa Agustina