The purpose of the current study was to examine the association between daily academic satisfaction and ethnic/racial identity of Asian American adolescents. Based on ecological systems theory and social comparison theory the moderating roles of objective and subjective peer diversity at school in this association were also examined. Daily diary and survey responses of 102 Asian American adolescents were included in this study (Age: M=15.26, SD=0.71; Female=70.60%; US-born=74.50%). Using hierarchical linear modeling, no direct association between daily academic satisfaction and ethnic/racial identity was observed in the full sample. However, when objective and subjective peer diversity at school were considered a positive association was observed among the adolescents who perceived a high percentage of Asian American peers at school. The interpretation and implications for the results are discussed.

中文翻译：

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亚裔美国青少年的日常学习满意度和种族/种族认同：客观和主观的同伴多样性在学校中的作用。

本研究的目的是检验亚裔美国人青少年的日常学习满意度与种族/种族认同之间的联系。基于生态系统理论和社会比较理论，研究了该协会在学校中客观和主观同伴多样性的调节作用。这项研究包括102名亚裔美国青少年的每日日记和调查回复（年龄：M = 15.26，SD = 0.71；女性= 70.60％；在美国出生的= 74.50％）。使用分层线性建模，在完整样本中未观察到日常学业满意度与种族/种族认同之间的直接关联。但是，当考虑到学校的客观和主观同伴多样性时，在青少年中观察到了积极的联系，这些青少年在学校中看到亚裔美国人同伴的比例很高。