Adolescents' Wellbeing and Adjustment During and Following COVID-19 Outbreak

This study aims to better understand how Chinese American adolescents cope with a variety of risks and challenges during the COVID-19 pandemic, such as bullying, discrimination, racial identity crisis, problematic Internet use, mental health challenges, and distance learning

CHINESE AMERICAN RESILIENCY PROJECT (COMPLETED)

Funding Source: University of California Office of President (UCOP) COVID-19 Emergency Fund
(May 2020 - January 2021)

Recent Updates

1st Wave Concluded: In September 2020, we concluded our first wave of data collection and are now recruiting for our second wave of participants. Please see below for more information if you are interested in participating.
AERA Conference Acceptance: Using the data from this study, we were recently accepted for the 2021 AERA Conference. Our presentation is titled "Distance Learning Engagement, Family Communication, and Internalizing Problems Among Chinese American Families During COVID-19 Pandemic."
- The study aimed to examine how Chinese American adolescents’ engagement in distance learning and their family communication concurrently and interactively influence their internalizing problems during the pandemic.
- We found that adolescents’ engagement in distance learning and both types of problem-solving family communication (i.e., affirming communication and incendiary communication) were significantly associated with adolescents’ internalizing problems.
- More specifically, higher levels of adolescent distance learning engagement and affirming communication style and a lower level of incendiary communication style were positively associated with less internalizing problems among adolescents. The affirming communication functioned as a significant moderator in the association between distance learning engagements and their internalizing problems. The significant moderating effect suggested that affirming communication style functioned not only as a preventative factor for internalizing problems, but also as protective promotor to intensify the preventative role of distance learning engagement on adolescents’ internalizing problems.