Stress, Support, and Academic Performance of Urban, Low-Income, Mexican-American Adolescents

Gillock, Karen L.; Reyes, Olga

doi:10.1023/a:1021657516275

Cited by 75 publications

(62 citation statements)

References 37 publications

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“…Although previous research has documented few racial differences in perceived social support among Latino and Caucasian students (Demaray and Malecki 2002), social support from peers may be particularly important for Latino youth who experience peer victimization given that they are also more likely to face additional stressors related to acculturation, poverty, and community violence (e.g., Gillock and Reyes 1999;Lopez et al 2002). Indeed, low levels of social support have been shown to predict maladjustment one year later among Latino adolescents (Demaray et al 2005).…”

Section: Current Studymentioning

confidence: 97%

Peer Victimization, Depressive Symptoms, and Rule-Breaking Behavior in Adolescence: The Moderating Role of Peer Social Support

Cooley

Fite

Rubens

et al. 2014

J Psychopathol Behav Assess

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The current study examined whether peer social support, alone or in conjunction with peer delinquency, moderated the relations between overt and relational victimization, depressive symptoms, and rule-breaking behavior. Participants included 152 adolescents (55% male; 95% Latino) between the ages of 14-19 and their second-hour teacher. Findings indicated that peer social support buffered the association between relational victimization and depressive symptoms. Overt victimization was uniquely related to increased rule-breaking behavior, but unrelated to depressive symptoms. Peer social support and peer delinquency interacted to influence the association between relational victimization and rule-breaking behavior. When levels of both social support and peer delinquency were high, relational victimization marginally significantly predicted increased rule-breaking behavior. Relational victimization was unrelated to rule-breaking behavior when levels of peer delinquency were high and social support were low. The moderating effects of peer social support did not differ according to gender. Implications of findings and directions for future research are discussed.

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Section: Current Studymentioning

confidence: 97%

Peer Victimization, Depressive Symptoms, and Rule-Breaking Behavior in Adolescence: The Moderating Role of Peer Social Support

Cooley

Fite

Rubens

et al. 2014

J Psychopathol Behav Assess

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“…Academic stress has been studied extensively as an important factor in college student adjustment (Gall, Evans, and Bellerose, 2000;Mallinckrodt, 1988). In general, college-related stress has been found to be inversely related to academic performance among traditional undergraduates (Felsten and Wilcox, 1992;Pritchard and Wilson, 2003;Russell and Petrie, 1992), for freshmen in particular (Struthers, Perry, and Menec, 2000), for inner-city high school students (Gillock and Reyes, 1999), and for immigrant college students (Buddington, 2002). Stress has also been identified as a factor negatively affecting persistence for college freshmen (Perrine, 1999;Zhang and RiCharde, 1998) and older nontraditional students (Chartrand, 1992).…”

Section: Stressmentioning

confidence: 99%

“…For students, dropping out before earning a terminal degree represents untapped human potential and a low return on their investment in college (Card and Krueger, 1992;Jaeger and Page, 1996). Poor academic performance is often indicative of difficulties in adjusting to college and makes dropping out more likely (Gillock and Reyes, 1999;Murtaugh, Burns, and Schuster, 1999). This paper examines the joint effect of two related social cognitive factors-academic self-efficacy and stress-on academic performance and retention for college freshmen.…”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Stress, and Academic Success in College

2005

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This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.

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Section: Discussionmentioning

confidence: 74%

“…Previous research has suggested that Hispanic female adolescents appear more stressed about schoolrelated matters such as making the honor roll or getting good grades compared to Hispanic male adolescents [47]. In addition, consistent with the link between higher academic expectations, academic achievement, and academic stress, Gillock and Reyes [47] found Hispanic female adolescents to outperform their male counterparts academically. Relatedly, Arnold et al [48] found that teachers had lower expectations and predicted lower academic success for Hispanic male adolescents compared to Hispanic female adolescents and also rated the male students to have less academic interest compared to female students.…”

Section: Discussionmentioning

confidence: 74%

Factorial Structure and Invariance of the Academic Expectations Stress Inventory Across Hispanic and Chinese Adolescent Samples

Ang

Huan

Braman

2006

Child Psychiatry Hum Dev

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Using confirmatory factor analysis, the current study provided further evidence for the two-factor structure of the Academic Expectations Stress Inventory [AESI; Ang RP, Huan VS (2006) Educ Psych Meas 66:522-539] using a sample of 191 US Hispanic adolescents and a sample of 211 Singapore Chinese adolescents. This study also examined the cross-cultural validity of the AESI using multigroup confirmatory factor analysis to investigate the invariance of the factor structure of the AESI across both samples. Results from multigroup confirmatory factor analysis suggested that while partial invariance was observed across the samples, the consistency of fit indices indicating either no change or a minimal loss of fit between the unconstrained basic model and the partially constrained models, provided support that partial invariance was acceptable. Analyses of covariance results indicated that perceived overall academic stress and academic stress arising from self-expectations were significantly higher among Singapore Chinese adolescents compared with US Hispanic adolescents.

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Stress, Support, and Academic Performance of Urban, Low-Income, Mexican-American Adolescents

Cited by 75 publications

References 37 publications

Peer Victimization, Depressive Symptoms, and Rule-Breaking Behavior in Adolescence: The Moderating Role of Peer Social Support

Peer Victimization, Depressive Symptoms, and Rule-Breaking Behavior in Adolescence: The Moderating Role of Peer Social Support

Self-Efficacy, Stress, and Academic Success in College

Factorial Structure and Invariance of the Academic Expectations Stress Inventory Across Hispanic and Chinese Adolescent Samples

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