Adjustment and family dynamics among academically gifted Chinese and European American adolescents

Abstract

ABSTRACTObjectiveWe examined whether parent–adolescent academic conflict and parental psychological control mediated associations between academically gifted adolescents' academic and psychological adjustments for both Chinese and European Americans.BackgroundPrevious studies suggest that associations between family dynamics and developmental outcomes are different between Chinese and European American adolescents, but they often overlook potential cross‐ethnic similarities within special groups (e.g., academically gifted students).MethodWe assessed 212 Chinese American and 122 European American academically gifted students' academic adjustment (academic efficacy and grade point average [GPA]), family dynamics (parental psychological control and parent–adolescent academic conflict), and psychological outcomes (depression, anxiety, and self‐esteem) during ninth and 10th grade.ResultsFor both groups, previously low academic efficacy was associated with later psychological maladjustment, and previously high GPA was associated with later anxiety. These associations were not mediated by family dynamics for either group.ConclusionFor both groups, adolescents' academic adjustment could play an important role in psychological well‐being, regardless of whether they experienced parental psychological control and parent–adolescent academic conflict.ImplicationsFor both groups, it is important to identify whether academic‐related stressors (e.g., keeping academic success and high academic efficacy) are sources for academically gifted adolescents' psychological problems and help them develop coping strategies.