RELATING ASPECTS OF ADOLESCENT EMOTIONAL AUTONOMY TO ACADEMIC-ACHIEVEMENT AND DEVIANT-BEHAVIOR

Explored in this study are the multidimensional characteristics associ ated with adolescent emotional autonomy from parents. Previous researc h using the Steinberg and Silverberg measure of emotional autonomy had reported inconsistent results in predicting adolescent outcomes. This study used a structural equation model with latent constructs to diff erentiate the domains of emotional autonomy and specify the intervenin g processes. The results supported the hypotheses that one subscale, r epresented by individuation as a reflection of perceived parental lack of knowledge and understanding, was associated with lower academic ac hievement and higher rates of deviant behaviors through the intervenin g effects of higher susceptibility to negative peer pressure, lower ed ucational expectations, higher psychological distress, and lower self- esteem. Except for an association between Deidealization and psycholog ical distress, the subscales of Nondependency and Deidealization showe d relations to the intervening and final dependent variables that were either not significant statistically or in directions opposite to tho se associated with Individuation. Only Individuation was associated wi th poor adolescent functioning.