Psychosocial Problems, Positive Development, and Educational Outcomes

心理社会问题、积极发展和教育成果

• 批准号: 9978419
• 负责人: Theda Rose
• 金额: $ 9.9万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9978419
• 关键词: Achievement; Address; Adolescence; Adolescent; African American; African Caribbean; Age; American; Attention; Characteristics; Child; Data; Development; Economics; Educational Status; Empirical Research; Ensure; Environment; Ethnic Origin; Ethnic group; Female; Fostering; Gender; Heterogeneity; Human; Intervention; Knowledge; Life; Link; Mediating; Mental Health; Methods; Mission; Motivation; National Institute of Child Health and Human Development; Neighborhoods; Outcome; Parents; Poverty; Probability Samples; Public Health; Quality of life; Race; Recording of previous events; Research; Resources; Risk; Role; Sampling; Schools; Socialization; Societies; Surveys; Suspensions; Testing; Transact; Treatment/Psychosocial Effects; Underachievement; Youth; age difference; age group; base; behavioral outcome; contextual factors; cost effective; expectation; experience; gender difference; high risk behavior; improved; male; peer support; positive youth development; psychosocial; racial disparity; resilience; self esteem; success; teacher; theories; therapy design

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.

教育成就仍然是黑人青少年面临的主要公共健康危机。尽管减少了 种族差距，黑人青少年仍然经历着不成比例的成绩低下，更高的保留率和 停课率，与资源贫乏或高贫困学校相比，更有可能进入资源匮乏或高贫困学校 许多其他种族或民族。这些差异使他们面临着生活质量较低的风险， 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。虽然有些人 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 教育上的成功。积极的青年发展和复原力理论将发展资产解释为 保护性或促进性，有助于更好的行为结果，减少高风险行为，以及 青年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，父母支持)可能是资产开发的基础。同样，更高水平的 发展资产与更好的教育结果和更少的心理社会问题有关。至 迄今为止，大多数研究都没有认识到历史、文化和种族的重要性 关于黑人青少年发展结果和黑人青年样本中的异质性的遗产。 随之而来的是，很少有关于积极的年轻人的性别和年龄差异的研究 黑人青少年的发展。这项研究使用了来自全国调查的具有全国代表性的数据 美国生活-青少年(NSAL-A)，探索发展资产如何调节和调节关联 非裔美国人和加勒比黑人的心理社会问题与教育结果之间的关系 13-17岁的青少年。建议的研究是一种经济有效的方法，可以测试与以下两个目标一致的 NICHD的使命是确保所有儿童都有机会充分发挥他们的潜力和经验 健康而富有成效的生活。鉴于心理社会问题和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， 研究的目的是：1)阐明发展性资产对 心理社会问题与教育结果的关系，同时考察背景因素的影响 发展性资产的影响因素；2)考察发展性资产对发展性资产关系的影响 心理社会问题和教育结果之间的差异因文化因素(族裔、种族)而异 社会化)、性别和年龄。研究结果将提高确定与文化相关的目标的准确性 旨在促进黑人青年更好的教育成果和解决种族问题的干预措施 青春期教育成果方面的差距。