The "immigrant paradox" phenomenon: assessing problem behaviors and risk factors among immigrant and native adolescents.

We investigated the "immigrant paradox" phenomenon by examining differences in problem behavior engagement and exposure to risk factors across four adolescent groups: 1,157 first-generation, 1,498 second-generation, and 3,316 White and minority third or higher generations. Latent mean differences in problem behavior engagement (i.e., academic failure, aggression, and substance use) and risk factors (i.e., low socioeconomic status, poor family relationship, and low sense of school belonging) were associated with significant differences across adolescent groups. Results supported the generational status effect by demonstrating sequentially greater adolescent problem behavior engagement. However, the difference in exposure to risk factors across adolescent groups only partially supported the immigrant paradox. Further, the multiple group analysis of the relationships between risk factors and engagement in problem behaviors showed increased susceptibility among second generation immigrants for substance use, White natives for academic failure and substance use, and minority natives for physical aggression. Study findings have implications for understanding how the immigrant paradox leads to different adjustment patterns and problem behavior manifestations among immigrant and native adolescents.

Testing Jessor's problem behavior theory and syndrome: a nationally representative comparative sample of Latino and African American adolescents.

Based on Jessor's problem behavior theory (PBT; R. Jessor, 1987, Problem-behavior theory, psychosocial development, and adolescent problem drinking, British Journal of Addiction, Vol. 82, pp. 331-342), the comparability of a second-order problem behavior model (SPBM) was investigated employing structural equation modeling (SEM) and latent mean differences in problem behavior engagement were examined among racial/ethnic adolescents. Within a span of nearly 25 years, this study represents the first nationally representative sample of Latino and African American adolescents utilized in testing Jessor's PBT and problem behavior syndrome (PBS). Using a sample of 5,831 Latino, African American, and European American adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced support for Jessor's PBT and PBS. Latent mean difference test results evidenced significant differences in problem behaviors (e.g., academic failure [AF], aggression [AG], substance use [SU], and risky sexual activity[RSA]) across racial/ethnic adolescent groups, which could be explained partially by PBS. A discussion of findings, limitations, and recommendations for future research is presented.

Gender and grade-level comparisons in the structure of problem behaviors among adolescents.

Based on Jessor's theory (1987) the comparability of a second-order problem behavior model (SPBM) was investigated across gender and grade-level among adolescents. In addition, gender and grade-level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced partial invariance. The non-invariance of SPBM resulted from aggression across gender and grade-level. Latent mean difference test results showed greater differences in academic failure, aggression, substance use, and risky sexual activity among males compared to females. Results also showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade-level differences could be explained by the common cause problem behavior syndrome (PBS), offering further support for Jessor's theory.