. Author manuscript; available in PMC: 2016 Jun 1.

Published in final edited form as: J Youth Adolesc. 2014 May 13;44(6):1263–1274. doi: 10.1007/s10964-014-0131-x

Table 3.

Standardized Growth Model Coefficients for Father-Adolescent and Mother-Adolescent Joint Acculturation Profiles

Profile Source	Para- mete r	Comparison Group	GPA		ELA		Math
Profile Source	Para- mete r	Comparison Group	Parent Teen Consonant	Teen More American	Parent Teen Consonant	Teen More American	Parent Teen Consonant	Teen More American
Father- Teen	I	Teen More American	.09		.19 ^**		−.02
	I	Teen More Chinese	.02	−.02	−.14	−.24 ^***	.01	.02
	S	Teen More American	−.53		−.09		.02
	S	Teen More Chinese	.10	.38	.31	.36	.20	.19
	Q	Teen More American	.49		.03
	Q	Teen More Chinese	−.23	−.49	−.43	−.45

Mother -Teen	I	Teen More American	.05		.26 ^***		.10
	I	Teen More Chinese	−.10	−.12	−.16 ^**	−.30 ^***	.04	−.01
	S	Teen More American	−.16		−.19		−.02
	S	Teen More Chinese	.05	.14	.43	.53	.21	.22
	Q	Teen More American	−.01		.41
	Q	Teen More Chinese	.05	.06	−.24	−.46

Note. N = 444. R = reference group, I = intercept, S = linear slope, Q = quadratic slope, GPA = Grade Point Average, ELA = English Language Arts. All the models showed a good fit to the data, CFI = .97 to .99, RMSEA = .04 to .08, SRMR = .03 to .06. The significance level of p < .01 was adopted due to multiple comparisons among acculturation profiles.

^**

p < .01,

^***

p < .001