Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-based intervention focused on increasing adolescents' ERI exploration, the current study examined whether the intervention effect was moderated by adolescents' baseline ERI centrality. Study participants (N = 218; Mage = 15.02; 49% female; 63% ethnic-racial minority; 28% free/reduced lunch) attended a high school in the southwest United States. Moderation analyses indicated that adolescents' ERI centrality at baseline (1-week pretest) significantly moderated the intervention's effect on Time-2 ERI exploration (12-week posttest). Further analyses of simple slopes revealed that the intervention produced significant increases in Time-2 ERI exploration (relative to attention control) for adolescents with average and higher (+1 SD) levels of ERI centrality at baseline, but not for those with lower levels of ERI centrality at baseline (-1 SD), which suggests ERI centrality may have encouraged participant engagement with the intervention. Sensitivity analyses accounting for baseline to posttest changes in ERI exploration and examining long-term effects of the intervention on exploration provided additional support for the specificity of this moderated intervention effect to the 12-week posttest. Our findings are consistent with notions from social identity theory as well as previous research that suggests that ERI centrality encourages ERI exploration among adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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青少年的族裔中心地位减轻了学校干预对族裔身份认同探索的影响。

研究表明，青少年探索和发展有关其种族-种族身份（ERI）的过程是一项重要的发展能力。但是，个人在多大程度上将自己的ERI视为自己整体自我概念的中心（即ERI中心性），决定了他们选择探索其ERI的程度，从而有可能减缓ERI的发展。利用一项以学校为基础的干预措施的随机对照试验的数据为重点，该试验集中于增加青少年对ERI的探索，本研究检查了干预效果是否受到青少年基线ERI中心性的影响。研究参与者（N = 218；法师= 15.02；女性49％；少数民族63％；午餐/自由午餐的28％）在美国西南部的一所高中就读。适度分析表明，青少年 以基线为中心的ERI集中度（测试前1周）显着减轻了干预措施对Time-2 ERI探索（测试后12周）的影响。对简单斜坡的进一步分析表明，对于基线时具有较高ERI中心水平和较高水平（+1 SD）的青少年，干预措施在Time-2 ERI探索中（相对于注意力控制）产生了显着增加，但对于水平较低的青少年则没有显着增加。以基线为中心的ERI中心点（-1 SD），这表明ERI中心点可能鼓励参与者参与干预。敏感性分析考虑了ERI勘探的基线到后期测试的变化，并检查了干预对勘探的长期影响，为这种适度的干预效果对12周后期测试的特异性提供了额外的支持。我们的发现与社会认同理论以及先前的研究表明ERI的中心性鼓励青少年探索ERI的观点是一致的。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。