Supplemental Material for Life Satisfaction Trajectories During Adolescence and the Transition to Young Adulthood: Findings From a Longitudinal Study of Mexican-Origin Youth

The present research examined: (a) the co-development of chores and effortful control, and (b) the prospective impact of effortful control development (i.e., initial levels and the trajectory of effortful control from late childhood through adolescence) on work outcomes in young adulthood. We used data from a longitudinal study of 674 Mexican-origin youth assessed at ages 10, 12, 14, 16, and 19. We found no evidence of co-developmental associations between chores and effortful control, but we found that higher initial levels of effortful control (age 10) predicted working-student status, less job stress, and better job fit, and steeper increases in effortful control from age 10 to 16 predicted higher job satisfaction and job autonomy in young adulthood (age 19).

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Life Satisfaction Trajectories during Adolescence and the Transition to Young Adulthood: Findings from a Longitudinal Study of Mexican-origin Youth

10.31234/osf.io/7qzs9 ◽

2020 ◽

Author(s):

Emily C Willroth ◽

Olivia E. Atherton ◽

Richard Robins

Keyword(s):

Life Satisfaction ◽

Young Adulthood ◽

Middle Age ◽

Well Being ◽

Late Adolescence ◽

Ethnic Discrimination ◽

Mexican Origin ◽

Mexican Origin Youth ◽

Middle Adolescence ◽

Being There

Despite the importance of life satisfaction for health and well-being, there is a paucity of longitudinal studies tracking changes in life satisfaction in ethnic minority youth. Using a sample of 674 Mexican-origin youth, the present research examined life satisfaction trajectories from middle (age 14) to late adolescence (age 17) and from late adolescence to young adulthood (age 21). On average, life satisfaction did not change significantly from age 14 to 17, and then decreased from age 17 to 21 (d = .30), perhaps reflecting difficulties transitioning into adult roles. Drawing on ecological systems theory, we examined both proximal (i.e., family) and distal (i.e., social-contextual) environmental factors (measured via self- and parent-reports) that may account for between-person variation in life satisfaction trajectories. Youth with more positive family environments in middle adolescence (age 14) had higher mean life satisfaction from middle adolescence to young adulthood (age 21). In contrast, youth with more negative family environments and who experienced greater economic hardship and more ethnic discrimination in middle adolescence (age 14) had lower life satisfaction during this period. Many of these factors also predicted change in life satisfaction from middle (age 14) to late adolescence (age 17), but not from late adolescence to young adulthood (age 21). This research extends the current understanding of life satisfaction during a critical developmental period in an understudied population.

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The Development of Educational Aspirations and Expectations From Adolescence to Young Adulthood: A Longitudinal Study of Mexican-Origin Youth

Social Psychological and Personality Science ◽

10.1177/1948550619893961 ◽

2020 ◽

Vol 11 (7) ◽

pp. 965-974

Author(s):

Katherine M. Lawson ◽

Olivia E. Atherton ◽

Emilio Ferrer ◽

Richard W. Robins

Keyword(s):

Longitudinal Study ◽

Parent Education ◽

Young Adulthood ◽

Family Income ◽

Educational Aspirations ◽

Cultural Value ◽

Mexican Origin ◽

Increased Risk ◽

Mexican Origin Youth ◽

Using Data

Mexican-origin youth are at increased risk for school dropout and low educational attainment. High educational aspirations and expectations provide a potential source of resilience, given their association with positive educational outcomes. Using data from a longitudinal study of 674 Mexican-origin youth, we examined the development of educational aspirations ("how far would you like to go in school?") and expectations ("how far do you actually expect to go?") from 7th grade ( M age = 12.8) to 2 years post–high school ( M age = 19.8). Results indicate that Mexican-origin youth enter adolescence with very high aspirations and expectations (e.g., 67% expect to graduate from college) and maintain them even after transitioning into young adulthood. Several demographic and cultural factors, including parent education level, family income, the cultural value of familism, ethnic identity, and Spanish language use, were associated with higher aspirations and expectations.

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