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：

---

青少年的种族-种族中心性调节了以学校为基础的干预对种族-种族认同探索的影响。

研究表明，青少年探索和发展对其民族-种族身份 (ERI) 的清晰度的过程是一项重要的发展能力。然而，个人将他们的 ERI 视为其整体自我概念的核心（即 ERI 中心性）的程度决定了他们选择探索 ERI 的程度，这可能会调节 ERI 的发展。利用一项以学校为基础的干预随机对照试验的数据，该试验侧重于增加青少年的 ERI 探索，目前的研究检查了干预效果是否受到青少年基线 ERI 中心性的调节。研究参与者（N = 218；法师 = 15.02；49% 女性；63% 少数族裔；28% 免费/减少午餐）在美国西南部的一所高中上学。适度分析表明，青少年的 基线（1 周前测）的 ERI 中心性显着缓和了干预对时间 2 ERI 探索（12 周后测）的影响。对简单斜率的进一步分析表明，对于基线时 ERI 中心性水平平均和更高 (+1 SD) 的青少年，干预显着增加了 Time-2 ERI 探索（相对于注意力控制），但对于那些具有较低水平的 ERI 中心性的青少年则没有显着增加。基线时的 ERI 中心性 (-1 SD)，这表明 ERI 中心性可能鼓励了参与者参与干预。敏感性分析考虑了 ERI 探索中基线到后测的变化，并检查了干预对探索的长期影响，为这种适度干预效果对 12 周后测的特异性提供了额外的支持。我们的研究结果与社会认同理论的概念以及之前的研究一致，这些研究表明 ERI 中心性鼓励青少年对 ERI 的探索。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。