Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement.
Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement.
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DOI：
10.1007/s12310-016-9202-3
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发表时间：
2017-03
影响因子：
2.6
通讯作者：
Bradshaw CP
中科院分区：
文献类型：
--
作者：
Pate CM;Maras MA;Whitney SD;Bradshaw CP
内化心理健康问题是青春期一个重要的发展和临床问题，但很少被认为是学校教职员工的问题。使用国家青少年健康纵向研究的数据，本研究通过探索感知的学校连接性在情感教育关联中的潜在机制和交互作用，检验了青少年情绪困扰、学校连接性和教育成就之间的关系。情绪困扰与青少年对学校的归属感呈负相关，而学校归属感又可能对学业成绩产生负面影响。学校连通性对情绪-教育关系也有加性和乘性交互作用。结果支持以前的证据，即学校的联系是对具有内在性心理健康问题的青少年的保护因素，尽管到目前为止的大部分工作都集中在外部性问题上。这项研究告诉我们，在学校背景下，情绪问题如何、为什么以及对谁影响教育结果的社会支持。
Internalizing mental health issues are a significant developmental and clinical concern during adolescence, but rarely identified as a problem among school staff. Using data from the National Longitudinal Study of Adolescent Health, this study examined the associations between adolescent emotional distress, school connectedness, and educational achievement by exploring potential mechanistic and interactive roles of perceived school connectedness on the emotion–education association. Emotional distress was negatively associated with adolescents’ perceptions of belonging to school, which, in turn, may negatively influence educational achievement. School connectedness also had both additive and multiplicative interaction effects on the emotion–education relationship. Results support previous evidence of school connectedness as a protective factor for adolescents with internalizing mental health concerns, although much of the work to date has focused on externalizing problems. This study informs our understanding of how, why, and for whom emotional problems influence educational outcomes in light of social support in the school context.
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影响因子：
7.6
作者：
BARON, RM;KENNY, DA
通讯作者：
KENNY, DA
影响因子：
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作者：
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通讯作者：
Ialongo, Nicholas S.
影响因子：
3.3
作者：
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通讯作者：
Enders, Craig K.
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通讯作者：
Anderman, EM
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作者：
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通讯作者：
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