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Standardized means of indicators presented by profile. Error bars represent ± standard error of the standardized mean. Fatalism indicator is presented as a percentage below the legend
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Future orientation has been established as having positive associations with health and educational outcomes for adolescents exposed to violence. However, conceptualizations of future orientation have been inconsistent. This study uses latent profile analysis to understand the interrelationships between measures of future orientation (e.g., commitm...
Citations
... Future orientation (FO), broadly defined as one's expectations, goals, and behaviors related to the future, has been consistently linked to youth's adjustment outcomes later in life (Schmid et al., 2011;Seginer, 2008;Stoddard et al., 2011). Higher levels of FO are associated with more academic engagement (Brown & Jones, 2004), fewer problem behaviors (Chen & Vazsonyi, 2013;Robbins & Bryan, 2004;So et al., 2018;Stoddard et al., 2011), and overall positive youth developmental outcomes (Hilley et al., 2019;Robbins & Bryan, 2004;Schmid et al., 2011). Further, research shows that FO is a robust protective factor that promotes resilience among at-risk youth (Robbins & Bryan, 2004;So et al., 2018;Williams & Nelson-Gardell, 2012). ...
Youth’s future orientation (FO) is a robust predictor of a successful transition to adulthood, and a protective and promotive factor for resilience. However, assessing FO during adolescence and emerging adulthood is typically unidimensional, burdensome, and lacks attention to positive and negative thoughts about the future. This study aimed to develop and validate the Orienting and Planning the Future Scale (OPFS), a short inventory of FO. Study 1 included participants aged 18 to 25 (N = 607, 65.6% female) recruited online via the M-Turk platform. Study 2 included a sample of emerging adults of low socioeconomic status (SES) (N = 224, 54.5% female). Confirmatory factor analysis supported a four-factor structure. We found evidence for convergent, discriminant, incremental, and criterion-related validity. Higher positive professional/financial FO was associated with reduced risky sexual behaviors (rank-order change). Thus, our results demonstrate reliability and validity of the OPFS among two samples of emerging adults.
... Individuals' comprehension of temporality impacts actions (Nuttin, 2014;Strathman et al., 1994;Zimbardo & Boyd, 1999). Orienting towards the future over the present has been demonstrated to be positively associated with several life outcomes, such as the health status, academic performance, and overall life satisfaction (Hilley et al., 2019;Li et al., 2023;Wu et al., 2020). In contrast, present-orientation leads to undesirable behaviours, including but not limited to gambling, substance abuse and violence (Brooks et al., 2018;Johnson et al., 2014;Shepard & Turner, 2019). ...
... Taking into account that FO has often been treated as a merit owing to its desired outcomes of self-regulation, selfmotivation, goal achievement, and well-being (Hilley et al., 2019;Jiang et al., 2023;Li et al., 2023;Szoko et al., 2023;Wu et al., 2020), the finding of culturally divided FO indicates the possible differentiation, deviation and inequality within countries. In particular, considering both individual and family features, in this study, boys who perceived themselves as interdependent, had siblings, were separated from their parents, and had parents with lower education levels were more likely to consider the present over the future. ...
Future orientation is considered as a significant antecedent of adolescents’ health and positive psychosocial outcomes across adolescence and adulthood. While extensive research has explored the influence of culture on predicting future orientation, individual differences within the same country remain under-examined, particularly in China. Following the construal level theory and self-regulation theory, this study explores intra-cultural variations in future orientation by examining the association between future orientation and self-construal, and the moderating effect of self-esteem on this relationship. Using a sample of 683 Chinese adolescents (48.61% girls; Mage = 15.04), this study shows that individuals with independent self-construal have a lower future orientation score than those with interdependent self-construal. Self-esteem positively predicts future orientation and moderates the relationship between self-construal and future orientation, even after controlling for individual and family- level covariates. These findings enrich our understanding of the intricate interplay between cultural influences and temporality development and underscore the potential for targeted intervention programs.
... The scale also performed well with African American early adolescents aged 10 to 15 from two hospital emergency departments in Baltimore, Maryland. Within this population, the parental encouragement subscale and the parental supervision subscales performed acceptably (α = 0.75 and α = 0.89, respectively), with each subscale having statistically significant low to moderate associations with aspects of future orientation, including commitment to learning, goals, and hope (Hilley et al., 2019). ...
Valid and reliable measurements reflecting how perceived maternal and paternal parenting practices are similar, different, complementary, or additive in studying youth outcomes are critical for building knowledge on supportive parenting practices for African American youth living in public housing. We examined the psychometric properties of the Parental Attitudes Measure (PAM) which focuses on youths’ attitudes on parenting practices. Data was collected from the perspective of 660 African American youth living in urban public housing across three cities in the northeast and mid-Atlantic region in the United States. Youth reported on their attitudes about maternal and paternal caregivers. Reliability was determined using Cronbach alpha (α) for internal consistency. An exploratory factor analysis (EFA) was used to examine the dimensions and loading of the construct with this population. A confirmatory factor analysis (CFA) examined the validity of the measure using four goodness-of-fit indices. Pearson correlations were used to test construct validity among the sample and across parent status (birth or non-birth parent) and residence in the household. The EFA indicated a two-factor structure with strong reliability for both maternal (α = 0.86, 0.84) and paternal (α = 93, 0.92) encouragement and supervision. The CFA supported a 2-factor model for both maternal and paternal PAM. Findings demonstrate high internal consistency of the PAM for use in examining maternal and paternal attitudes among African American youth living in public housing, generally, as well as by gender and across cities. The measure had good construct validity with maternal caregivers but only partially with paternal caregivers.
... Por otro lado, en relación con el tipo de investigación, el 77.3 % ha desarrollado una investigación descriptiva, el 4.5 % longitudinal al igual que el 9.0 % transversal, el 4.5 % fue comparativa, el 4.5 % fue experimental y el 4.5 % fue observacional. La Tabla 3 presenta los resultados del estudio sistémico, donde el 100 % de los autores consultados señalan que la parentalidad es un factor que se encuentra directamente asociado con el comportamiento violento que demuestran los adolescentes, tanto en el ambiente educativo como también dentro de su propia familia (Yendell et al., 2022;Ramezankhani et al., 2021;Seijo et al., 2020;Tsuchiya et al., 2020;Del Moral et al., 2019;Ssewanyana et al., 2019;Ruiz-Hernández et al., 2019;Kulakci-Altintas & Ayaz-Alkaya, 2018;Quinlan-Davidson et al., 2021;Tsang et al., 2020;Cluver et al., 2020;Santos et al., 2021;Ávila-Toscano et al., 2021;Hilley et al., 2019;Cano-Lozano et al., 2021;Ray et al., 2021;McNaughton et al., 2019;Elam et al., 2018;Bae, 2020;Yue et al., 2022;Yang et al., 2022). Estos problemas adversos también repercuten en el desarrollo académico; es, sin duda, importante recalcar que, al igual que la violencia, la sobreprotección y excesivo control tienen un efecto nocivo en la violencia escolar, mayoritariamente como víctima de eventos violentos. ...
La violencia escolar es un tema ampliamente estudiado al igual que sus factores o predictores; en ese sentido, el presente estudio planteó como objetivo analizar cómo la parentalidad influye en la violencia escolar. El estudio comprendió una revisión sistemática regida bajo los manuales PRISMA y Cochrane y las bases de datos exploradas fueron SCOPUS (346), PROQUEST (97), SCIELO (7) y PUBMED (661). Para la búsqueda se utilizó los descriptores y operadores booleanos (AND y OR); la extracción preliminar arrojó 1111 artículos y, luego de aplicar los criterios de selección, se sistematizó 22. En ese sentido, los principales resultados evidencian que la parentalidad representa un factor determinante para el desarrollo del comportamiento de los adolescentes frente a determinadas circunstancias que se presentan en el contexto educativo; por tal motivo, se considera fundamental que los padres asuman sus roles positivamente y eduquen a sus hijos con respeto y amor, evitando en todo momento recurrir a castigos que afecten el estado físico y emocional. De modo especial, se incide en aquellos que están en la etapa de adolescencia, debido a que presentan diversos cambios psicológicos y tienen menor capacidad para regular sus emociones o sentimientos. En conclusión, la ausencia de parentalidad positiva en el entorno familiar repercute negativa-mente en la conducta de los adolescentes, lo que conlleva a la práctica de actitudes violentas y problemas psicosociales.
... One focused on rural American high school students and examined profiles only based on the motivation (i.e., aspirations) and evaluation components (i.e., expectations; Sharp et al. 2019). The other study explored assault-injured African American adolescents and examined profiles based on all three components of future orientation (Hilley et al. 2019). Both studies identified two profiles characterized by consistently high or low levels across all components. ...
... Both studies identified two profiles characterized by consistently high or low levels across all components. Besides, profiles with discordant levels across components were also reported, with one being characterized by relatively higher levels of motivation and planning components (Hilley et al. 2019) and the other with lower levels of motivation component (Sharp et al. 2019). These studies have provided valuable insights into profiles of adolescent general future orientation. ...
... More than half of the adolescents in the current study were classified into the concentrated-committed profile (T1: 58.8%; T2: 59.3%), and approximately one-third adolescents followed the low profile (T1: 32.1%; T2: 36.4%). This finding aligns with previous studies that also found such two subgroups of adolescents, characterized by either the highest or lowest levels across all components of future orientation (Hilley et al. 2019;Sharp et al. 2019). These two consistent profiles together accounted for more than ninety percent of the samples, indicating that Chinese adolescent educational future orientation has been highly differentiated during senior high school. ...
Adolescent future orientation is highly relevant to the sociocultural context in which they are situated. However, adolescents in non-Western cultures are underrepresented in literature. This study investigated the profiles and developmental transitions of adolescent educational future orientation, as well as the roles of adolescent academic achievement and perceived parental educational expectations within the context of Chinese culture. The sample was 605 (54.5% boys) urban and rural senior high school students followed for one and a half years. Three distinctive profiles were identified: the concentrated-committed profile characterized by the concentrated goals (i.e., hopes and fears for future education) and the highest level of planning and evaluation components, the low profile scoring the lowest on each component, and the tentative profile characterized by the highest level of hopes and fears density and mean levels of planning and evaluation components. Latent transition analysis revealed high stabilities for the concentrated-committed and the low profiles but very low stabilities for the tentative profile, and transitions were more common in ways from low or tentative profiles to the concentrated-committed profile rather than vice versa. Greater academic achievement predicted the concentrated-committed profile. Perceived parental educational expectations increased adolescent educational future orientation, particularly for urban adolescents or those in the tentative profile. Urban adolescents were more likely to be in or transition into the concentrated-committed profile, particularly for those with higher academic achievement or parental expectations. These findings demonstrate the heterogeneities of adolescent thinking about future education, reveal how the Chinese sociocultural factors contribute to shaping the development of adolescent future orientation, and provide implications for the promotion of adolescent future orientation in education.
... For example, fatalism is under a smaller negative impact on mental health among those high in social support (Goodwin et al., 2002). A study has concluded that parental warmth could protect fatalistic adolescents from risky environments (Hilley et al., 2019). Parental support increase fatalists' defender behavior (Li et al., 2015), which may assist them to prevent CV. ...
Recently, cyberbullying studies have attracted attention given the consequences of victims’ personal and social domains. The present research investigated the risk and protectors of cyberbullying victimization (CV) among adolescents. Based on the Social Fitness Model, the current study examined the relationship between shyness and CV. To explore this influencing mechanism further, fatalism was tested as a mediator. Moreover, according to the Social Ecological Theory, supportive power was examined as a moderator in the direct and indirect relationship between shyness and CV. A total of 831 adolescents (M = 13.13; SD = 1.15; 51.14% girls) volunteered to complete the multiple questionnaires, namely, Shyness Scale, Revised Cyber Bullying Inventory, Fatalism Scale, and the Supportive Power sub-questionnaire. Correlation analysis indicated that shyness, fatalism, and CV were significantly related to each other positively, and supportive power was negatively correlated with shyness, fatalism, and CV. Moderated mediation analysis showed that fatalism played a mediating role between shyness and CV. Specifically, shy adolescents were more likely to have stronger fatalism, which further triggered CV. Additionally, supportive power moderated the direct and indirect relationship between shyness and CV through fatalism. Specifically, a high level of supportive power buffered the associations of shyness with CV and fatalism, and the association of fatalism with CV, supporting the moderated mediation model. This study contributes to a better understanding of the relationship between shyness and CV, and revealed the moderated mediation mechanism. The results implicate the preventative interventions to reduce the risk of cyberbullying victimization in shy adolescents.
... Adolescents' goals, aspirations, fears, and perceived threats about the future affect perceptions of future possible selves, including ideal (or hoped for), expected, and feared selves (Markus & Nurius, 1986). Positive future outlooks have been related to adolescents' better social and emotional development (Kerpelman & Mosher, 2004;Xiao et al., 2021), school success (Wyman et al., 1993), and less externalizing behavior, including substance use, delinquency, and violence (Chen & Vazsonyi, 2013;Hilley et al., 2019;Prince et al., 2019;Smokowski et al., 2014;Stoddard et al., 2011;Stumper et al., 2019). Conversely, negative outlooks for the future have been related to worse adolescent adjustment (Borowsky et al., 2009;Broomfield 2007;Quinton, 1993). ...
... In line with studies suggesting that Latin Americanorigin youth's feared future selves are rooted in immigration-related threats and blocked opportunities for success (Gonzalez et al., 2015;Kao, 2000), adolescents in the current study mostly foresee a negative future for themselves, their families, and the larger Latin Americanorigin population due to the anti-immigrant environment. Given benefits of positive future outlooks and risks of negative future outlooks for adolescents' social, behavioral, and emotional adjustment (e.g., Chen & Vazsonyi, 2013;Hilley et al., 2019;Smokowski et al., 2014), our findings raise concerns about the adjustment of Latin Americanorigin adolescents within the contemporary immigration environment, particularly for young people with non-citizen parents. ...
Increasing xenophobia may have negative impacts on how Latin American-origin adolescents in the U.S. perceive the future for themselves and their families. Among 340 Latin American-origin 15- to 18-year-olds surveyed in late 2018 through early 2019, this study used phenomenographic content analysis to describe how youth feel about the future for themselves and their family and how these perceptions vary by parent residency status. A theme of negative feelings about the future characterized 75% of responses and represented three sub-themes: fear and worry; blocked opportunities to success; and discrimination. The theme of positive feelings characterized remaining responses with subthemes including confident security; a qualified sense of security; and hope. Compared to adolescents with citizen parents, those with non-citizen parents reported more fear and worry and less confident security.
... The high combined exposure groups scored lower on hope compared to the low exposure profile, though this was not the case for goals. It could be that youth were able to think of goals for the future, yet they were unable envision how those goals might be attainable given the traumatic, unstable, and/or discouraging nature of the present (Hilley et al., 2019). Indeed, Snyder et al. (1997) theorized that having hope and seeing ways around obstacles required advanced cognitive skills to construct viable pathways toward goals as well as the agentic belief that one's abilities and circumstances could propel one toward a positive future. ...
While the negative impact of extensive exposure to community violence and armed conflict is known, less emphasis has been focused on outcomes supportive of resilience. It is critical to begin exploring these constructs to both promote healing from decades-long conflict and to inform targeted interventions that focus on positive youth development in contexts of adversity. This study thus utilized a person-centered approach to estimate violence exposure profiles among 3,443 Colombian youth to explore what demographic covariates and positive youth development outcomes, such as school engagement, hope, goals, social competence, future expectations, and barriers to education were associated with each violence exposure profile. Four profiles emerged: a low exposure profile, a high community violence profile, a some combined exposure profile, and a high combined exposure profile, each with various levels of community violence witnessing and victimization as well as armed conflict exposure. Demographic covariance results showed older, urban, male youth were more likely to be in the high violence exposure profiles compared to the low exposure group. Youth in the high combined exposure profile were more likely to have lower hope, educational expectations, and social competence compared to the low exposure group. Findings highlight that a person-centered approach provides a more multidimensional view of adolescent violence exposure. Demographic differences suggested the importance of tailoring violence prevention initiatives to the local context. Finally, results concerning positive youth development outcomes suggest that resiliency-oriented constructs, which can be instrumental toward youth’s postwar healing and growth, should be emphasized among populations who experience high levels of co-occurring exposure.
... Given the moderating effect of parental support in the total sample, involving parents in the lives of teens and school may be crucial. School intervention programs could provide parents with parenting skills and positive social networks to (Hilley et al. 2019) to become even more effective in protecting against the negative impact of living in a disadvantaged neighborhood (Woolley and Bowen 2007). In particular, previous research supported that for more disadvantaged students, intervention programs encouraging parents to be involved in school-based activities may be important for promoting academic achievement (Benner et al. 2016). ...
... In particular, previous research supported that for more disadvantaged students, intervention programs encouraging parents to be involved in school-based activities may be important for promoting academic achievement (Benner et al. 2016). In addition to instill future orientation for their children, parents shall further provide material resources and remove barriers in education to effectively facilitate their academic achievement (Hilley et al. 2019). At the system levels, structural interventions should be implemented by schools to support parents engaging in the academic activities of their children. ...
... Mitigating the negative effect of perceived neighborhood disadvantage on academic achievement through improving parental support may be more effective in improving their academic achievement. Since older adolescents tend to have greater levels of future orientation than their younger counterpart (Hilley et al. 2019;Steinberg et al. 2009), interventions involving parents, schools, and communities are encouraged to target on adolescents in the early stage to promote future orientation in the long term. Lastly, since the effect sizes identified in the significant paths were moderate to low, there is a need for more research in this area to further substantiate the findings of this study to leap more fine-grained intervention development and policy. ...
Despite the extensive literature on the deleterious effects of perceived neighborhood disadvantage on academic achievement, there is a dearth of information on racial/ethnic differences in the underlying roles of future orientation and parental support that may mediate or moderate this association. Using data from 3618 students in grades 6-9 (50% female, Mean age = 12.9 [1.3], 6.99% Black, 10.39% Hispanic/Latino, 82.61% White) in two communities in North Carolina during 2009-2014 who completed the School Success Profile, a self-report social environmental assessment, this study conducted multiple group analyses across three racial/ethnic groups (Black, Hispanic/Latino, White), revealing that perceived neighborhood disadvantage was associated with lower future orientation, which in turn was related to poorer academic achievement. The mediating effects were stronger among Black youth compared to White and Hispanic/Latino adolescents. Adolescents with high parental support were minimally affected by perceived neighborhood disadvantage. The findings identify nuanced racial/ethnic disparities in perceived neighborhood influences on academic achievement and raise important intervention targets to promote academic achievement among disadvantaged subgroups.
Children from minoritized racial and ethnic backgrounds are at a higher risk for exposure to trauma and violence because of longstanding structural inequities; yet, these children can experience resilience by drawing on assets and resources across multiple levels of the social and physical ecology. Guided by the Resilience Portfolio Model, this scoping review aimed to synthesize evidence from the quantitative and qualitative literature on strengths among minoritized racial and ethnic groups of children in the United States exposed to trauma, violence, and maltreatment. The review also explored similarities and differences in strengths across racial and ethnic groups. The inclusion criteria were peer-reviewed empirical articles published in the past decade (2013–2023), written in English, focused on U.S. children (ages 0–17 years) from minoritized racial and ethnic groups, and examined strengths and resilience in the context of trauma, violence, or maltreatment. Comprehensive literature searches were conducted using electronic databases. A total of 57 articles were included in the review. The review identified various regulatory, meaning-making, and interpersonal strengths, as well as combined strengths (i.e., a mixture of regulatory, meaning-making, or interpersonal strengths) among minoritized children. These findings illustrate the utility of the Resilience Portfolio Model in understanding both distinct and overlapping strengths across minoritized racial and ethnic groups. Our findings highlight the need for a more nuanced and expanded investigation of resilience, including the identification of culturally specific strengths, among minoritized racial and ethnic groups and subgroups of children.
