Community Violence Exposure and Adolescents' School Engagement and Academic Achievement Over Time.
Community Violence Exposure and Adolescents' School Engagement and Academic Achievement Over Time.
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DOI：
10.1037/a0034121
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发表时间：
2013-10-01
影响因子：
2.8
通讯作者：
Margolin, Gayla
中科院分区：
文献类型：
--
作者：
Borofsky, Larissa A.;Kellerman, Ilana;Baucom, Brian;Oliver, Pamella H.;Margolin, Gayla
本研究探讨了社区暴力暴露和两个相关的，但有意义的不同，学术成果：学校参与和学业成绩（GPA）之间的关系。心理症状作为这些关系的调解人进行了调查。118名青少年在青春期报告了两次社区暴力暴露和学校参与，父母和青少年都报告了心理症状。还从参与者那里获得了累积GPA。使用路径模型和分层多元回归分析来纵向评估这些关系。早期的社区暴力暴露反向预测后来的学校参与，但早期的学校参与并不能预测后来的社区暴力暴露。学校参与调解社区暴力暴露和学校GPA之间的关联。内化和外化症状，但不是创伤后应激症状，调解社区暴力和学校参与之间的关联。当青少年暴露于社区暴力时，他们可能容易受到一系列事件的影响，包括心理症状和与学校的联系减少，最终可能导致整体学业成绩不佳。更近的，不断变化的经验，学校的连通性和心理症状提供了目标的干预措施，抵消长期不良的学业后果，在暴力暴露的青年。
This study examined the relationships between community violence exposure and two related, but meaningfully distinct, academic outcomes: school engagement and academic achievement (GPA). Psychological symptoms were investigated as mediators of these relationships. One hundred eighteen youth reported on community violence exposure and school engagement twice during adolescence, and both parents and adolescents reported on psychological symptoms. Cumulative GPA was also acquired from participants. A path model and hierarchical multiple regression analyses were used to assess these relationships longitudinally. Earlier community violence exposure inversely predicted later school engagement, but earlier school engagement did not predict later community violence exposure. School engagement mediated the association between community violence exposure and school GPA. Internalizing and externalizing symptoms, but not posttraumatic stress symptoms, mediated the association between community violence and school engagement. When adolescents are exposed to community violence, they may become vulnerable to a cascade of events including psychological symptoms and decreased connectedness to school, which ultimately can lead to overall poor academic achievement. The more proximal, changeable experiences of school connectedness and psychological symptoms offer targets for interventions offsetting long-term adverse academic consequences in violence-exposed youth.
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