Psychosocial Problems, Positive Development, and Educational Outcomes

教育成就仍然是黑人青少年的主要公共卫生危机。尽管减少了 种族差距，黑人青少年仍然经历不成比例的成绩不佳，更高的保留， 停学率，以及更大的可能性，参加资源贫乏或高度贫困的学校相比， 许多其他种族或民族。这些差距使他们面临生活质量下降的风险， 经济潜力，以及在一个多元化的社会中胜任工作的机会较低。虽然一些 研究详细说明了心理社会问题如何预测黑人青少年的负面教育轨迹， 我们对可能减轻心理社会问题对青年的影响的因素的理解仍然存在差距 教育的成功。积极的青年发展和复原力理论阐明了发展资产， 保护或促进，有助于更好的行为结果，减少高风险行为， 青年人在逆境中取得成功的能力。鉴于青年环境交易的重要性， 背景因素（例如，父母的支持）可能是资产发展的基础。此外，更高水平的 发展资产与更好的教育成果和更少的心理社会问题有关。到 迄今为止，大多数研究都没有承认历史，文化和种族的重要性。 黑人青少年的发展结果和黑人青年样本中的异质性的遗传。 与此同时，很少有研究关注积极青年的性别和年龄差异。 黑人青少年的发展。这项研究使用了来自全国调查的全国代表性数据。 美国青少年生活（NSAL-A），探讨发展资产如何介导和调节关联 非裔美国人和加勒比黑人的社会心理问题和教育成果之间的关系 13-17岁的青少年。拟议的研究是一种具有成本效益的方法，可以测试两个目标， NICHD的使命是确保所有儿童都有机会充分发挥其潜力和经验 健康和富有成效的生活。鉴于社会心理问题与教育之间的既定关系， 结果，以及发展资产与心理社会问题和教育成功之间的关系， 研究目的是：1）明确角色（即，调解和/或调节），发展资产对 社会心理问题和教育成果之间的关系，同时检查环境的影响， 发展资产的因素; 2）检查发展资产是否对关系产生影响 心理社会问题和教育成果之间的关系因文化因素（民族、种族）而异 社会化）、性别和年龄。研究结果将提高确定文化相关目标的准确性， 旨在促进黑人青年更好的教育成果和解决种族歧视问题的干预措施 青少年教育成果的差异。

Educational achievement remains a major public health crisis for black adolescents. Despite a reduction in racial gaps, black adolescents still experience disproportionate underachievement, higher retention and suspension rates, and a greater likelihood of attending resource poor or high poverty schools compared to many other racial or ethnic groups. These disparities place them at risk for lower quality of life, limited economic potential, and lower chances of functioning competently in a multifarious society. While some research details how psychosocial problems forecast negative educational trajectories for black adolescents, gaps remain in our understanding of factors that may mitigate the effect of psychosocial problems on youth educational success. Positive youth development and resiliency theories elucidate developmental assets as protective or promotive, contributing to better behavioral outcomes, reduced high-risk behaviors, and greater youth ability to achieve success in spite of adversity. Given the significance of youth-environment transactions, contextual factors (e.g., parent support) potentially underlie the development of assets. As well, higher levels of developmental assets have been linked to better educational outcomes and fewer psychosocial problems. To date, the majority of research has failed to acknowledge the significance of historical, cultural, and ethnic heritage for black adolescents' developmental outcomes and heterogeneity within samples of black youth. Concomitantly, there is scant research focused on gender and age differences in the positive youth development of black adolescents. This study uses nationally representative data from the National Survey of American Life-Adolescent (NSAL-A) to explore how developmental assets mediate and moderate associations between psychosocial problems and educational outcomes among African American and Caribbean black adolescents ages 13-17. The proposed research is a cost-effective method to test two aims consistent with NICHD's mission to ensure that all children have the chance to achieve their full potential and experience healthy and productive lives. Given established relations between psychosocial problems and educational outcomes, and between developmental assets and both psychosocial problems and educational success, study aims are: 1) Clarify the roles (i.e., mediating and/or moderating) that developmental assets have on the relation between psychosocial problems and educational outcomes, while examining influence of contextual factors on developmental assets; and 2) Examine if the influence of developmental assets on the relation between psychosocial problems and educational outcomes varies by cultural factors (ethnicity, racial socialization), gender, and age. Study findings will improve precision in identifying culturally relevant targets of interventions designed to promote better educational outcomes among black youth and address racial disparities in adolescent educational outcomes.