Population Research Center, University of Texas at Austin, Austin, TX, USA.
J Youth Adolesc. 2011 May;40(5):556-67. doi: 10.1007/s10964-010-9561-2. Epub 2010 Jun 23.
This longitudinal study examined Latino adolescents' feelings of loneliness and the repercussions of loneliness for later educational success. Participants were 640 Latino students (56% girls, 62% Mexican/Mexican-American) who reported on loneliness across the first 2 years of high school. Growth mixture modeling identified three distinct loneliness trajectory classes for the Latino adolescents--consistently low, chronically high, and low but increasing. Language brokering, language use, and school mobility emerged as predictors of class membership. Increasingly and chronically lonely youth experienced academic difficulty, both in terms of academic progress and exit exam success, but support from friends served as a buffer of the negative relationship between loneliness and academic success. This study highlights the pernicious effects of loneliness and suggests promoting prosocial friendship support as a means of facilitating more positive academic outcomes for Latino youth.
本纵向研究考察了拉丁裔青少年的孤独感，以及孤独感对其后续教育成功的影响。研究对象为 640 名拉丁裔学生（56%为女生，62%为墨西哥裔/墨西哥裔美国人），他们在高中的头 2 年里报告了孤独感情况。增长混合模型为拉丁裔青少年确定了三种不同的孤独轨迹类别——持续低度、慢性高度和低度但逐渐增加。语言中间人、语言使用和学校流动性成为类别成员的预测因素。越来越多的、慢性孤独的青少年在学业上遇到困难，无论是在学业进步还是毕业考试成功方面，但来自朋友的支持是孤独感与学业成功之间负相关的缓冲。这项研究强调了孤独感的有害影响，并提出促进亲社会的友谊支持是促进拉丁裔青少年取得更积极的学业成果的一种手段。
