Acceso usuarios
Theda Rose, Sean Joe, Gregory R. Hancock
Persistent inequities in the educational success of Black adolescents are a critical social justice concern. Though psychological distress has been associated with worse educational outcomes, less is known about the mechanisms that may influence this association. This study used nationally representative cross-sectional data from the National Survey of American Life-Adolescent (2001–2004) to explore how developmental assets (i.e., self-esteem, mastery, school bonding, educational aspirations, and educational expectations) mediate associations between psychological distress (i.e., perceived stress, depressive symptoms) and educational outcomes (i.e., grades, grade repetition, suspensions, and expulsions) among 1,170 Black adolescents ages 13–17 (52% female; Mage = 15). The study found that educational expectations were a statistically significant mediator; lower psychological distress was associated with greater expectations which, in turn, was linked to better grades, lower grade repetition, and fewer expulsions. Additionally, school bonding was a statistically significant mediator such that lower perceived stress and depressive symptoms were associated with better school bonding. In turn, school bonding was associated with higher grades and fewer school expulsions. Self-esteem also significantly mediated the association between psychological distress and grade repetition. Study findings can contribute to precision in identifying culturally relevant targets of interventions among Black adolescents and help to address racial disparities in adolescent educational outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
