Adolescence represents a developmental period of marked increase in the development of ethnic–racial identity (ERI) and the importance and influence of friends. Moreover, scores of studies have revealed that ERI and friendships are influential factors in many different academic and psychosocial outcomes for adolescents. However, the development of these relations between ERI, friendships, and academic and psychosocial adjustment do not occur in a vacuum. One context that likely shapes these relations is the classroom. In the current study, we investigated how ERI and peer socialization were related to academic and social efficacy over time, and how perceptions of social-emotional learning (SEL) practices in the classroom moderated these relations among 586 American middle school youth. Our analysis tested these hypothesized effects, controlling for potentially confounding the effects of friend selection. Results indicated that more positive ethnic–racial public regard predicted gains in students’ perceived social efficacy with teachers but not their perceived social efficacy with peers or academic efficacy. In the assessment of peer socialization effects, youth became increasingly similar to their peers in regard to academic efficacy, social efficacy with peers, and social efficacy with teachers over time. Moderation analyses indicated that perceptions of greater exposure to SEL practices reduced students’ susceptibility to their friends’ influence in social efficacy with teachers. Together, these results highlight the unique and combined impact of ERI, peer influence, and SEL in the development of adolescents’ social efficacy.

中文翻译：

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考虑对学校适应的多层次影响：民族-种族公众关注、同伴社会化和社会情感学习实践

青春期代表着种族-种族认同 (ERI) 发展以及朋友的重要性和影响力显着增加的发展时期。此外，大量研究表明，ERI 和友谊是影响青少年许多不同学业和社会心理成果的因素。然而，ERI、友谊、学术和社会心理调整之间的这些关系的发展并不是凭空产生的。可能塑造这些关系的一种环境是课堂。在当前的研究中，我们调查了 ERI 和同伴社会化如何随着时间的推移与学业和社会效能相关，以及课堂中对社会情感学习 (SEL) 实践的看法如何调节 586 名美国中学青年之间的这些关系。我们的分析测试了这些假设的影响，控制可能混淆朋友选择的影响。结果表明，更积极的种族 - 种族公众关注预测了学生对教师的感知社会效能的提高，而不是他们与同龄人或学业效能的感知社会效能。在同伴社会化效应的评估中，随着时间的推移，青年在学业效能、与同伴的社会效能和与教师的社会效能方面与同龄人越来越相似。适度分析表明，更多地接触 SEL 实践的看法降低了学生对其朋友对教师社交效能影响的敏感性。总之，这些结果突出了 ERI、同伴影响和 SEL 在青少年社会效能发展中的独特和综合影响。