Social risk and protective factors for African American children's academic achievement and adjustment during the transition to middle school.

Abstract

The transition to middle school is often marked by decreased academic achievement and increased emotional stress, and African American children exposed to social risk may be especially vulnerable during this transition. To identify mediators and protective factors, the authors related severity and timing of risk exposure to academic achievement and adjustment between 4th and 6th grade in 74 African American children. Longitudinal analyses indicated that severity more than timing of risk exposure was negatively related to all outcomes and that language skills mediated the pathway from risk for most outcomes. Transition to middle school was related to lower math scores and to more externalizing problems when children experienced higher levels of social risk. Language skills and parenting served as protective factors, whereas expectations of racial discrimination was a vulnerability factor. Results imply that promoting parenting and, especially, language skills, and decreasing expectations of racial discrimination provide pathways to academic success for African American children during the transition from elementary to middle school, especially those exposed to adversity.

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

“…Additionally, in one of the few studies to examine these relationships longitudinally, Wong and colleagues (2003) found that experiences with teacher and peer discrimination at school lessened achievement motivation and academic outcomes as well as the increased likelihood of problem behaviors in African American adolescents. Additional research has also demonstrated the deleterious impact on race discrimination experiences on academic-related outcomes (e.g., Burchinal, Roberts, Zeisel, & Rowley, 2008;Eccles et al, 2006;Neblett, Philip, Cogburn & Sellers, 2006;Powell & Arriola, 2003;Smalls, White, Chavous, & Sellers, 2007;Thomas, Caldwell, Faison & Jackson, 2009). Taken together, this research provides some evidence that discrimination, prejudice and other disadvantages in school settings is associated with negative educational outcomes among African American adolescents.…”

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

“…No único estudo que incluiu em seu modelo de análise fatores de proteção em interação com fatores de risco, a estratégia se mostrou frutífera para identificar a influência atenuante das práticas parentais positivas sobre a manifestação dos problemas na adolescência (Latimer et al, 2003), um resultado que se alinha aos de um estudo recente com foco na transição para o ensino médio (Burchinal, Roberts, Zeisel, & Rowley, 2008). É importante, então, registrar a necessidade de maior investimento de pesquisa na exploração das condições de proteção do ambiente, não só para melhor conhecimento dos processos envolvidos no curso dos problemas em foco, mas, também, pela potencial contribuição para programas de prevenção.…”

Effects of Self Esteem, Impulsive Behavior and Mental Health on Cellular Phone Addiction of Adolescents

“…휴대전화 중독은 충 동성과 상관관계가 있고, 휴대전화 중독 청소년에서 충 동성이 높은 것으로 나타났다 [19]. 이와 같이 충동성은 자기통제가 결여된 상태 [20]로 청소년에서 충동성을 통 제하지 못하면 문제행동이 발생한다 [21]. 충동성은 조 절을 통해 중독을 예방 할 수 있기 때문에 [22] …”