Wake Forest University, Winston-Salem, NC, USA.
J Youth Adolesc. 2013 Jun;42(6):837-47. doi: 10.1007/s10964-013-9916-6. Epub 2013 Jan 31.
Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents' school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and interactive effects at two time points in the same sample of Asian American adolescents-early high school (N = 180 9th-10th graders; 60 % female) and 2 years later in late high school (N = 156 11th-12th graders; 87% of original sample). Results suggest that socioeconomic stress is indeed associated with poor academic adjustment, measured broadly through self-reported GPA, importance of academic success, and educational aspirations and expectations. Family obligation was positively related to adjustment, and also was found to buffer the negative effects of socioeconomic stress, but only during adolescents' later high school years. Adolescents reporting more family obligation experienced less of the negative effects of financial stress on academic outcomes than those reporting lower obligation. Cultural and developmental implications are discussed in light of these direct and moderating effects.
社会经济压力长期以来一直被认为会使年轻人面临风险，低收入家庭使青少年在学业成绩和成功方面处于不利地位。本研究调查了社会经济压力对学业适应的影响，并指出家庭义务可能是负面关联的缓冲因素。我们在同一批亚裔美国青少年中两个时间点（N=180 名 9-10 年级学生；60%为女性）和 2 年后的高中后期（N=156 名 11-12 年级学生；原始样本的 87%）调查了直接和交互作用。结果表明，社会经济压力确实与学业适应不良有关，学业适应不良是通过自我报告的 GPA、对学业成功的重视程度以及教育抱负和期望来广泛衡量的。家庭义务与调整呈正相关，也被发现可以缓冲社会经济压力的负面影响，但仅在青少年高中后期起作用。与报告较低家庭义务的青少年相比，报告较高家庭义务的青少年在经济压力对学业成绩的负面影响方面的体验较少。在考虑到这些直接和调节作用的情况下，讨论了文化和发展方面的意义。
