Graham Benjamin C, Keys Christopher B, McMahon Susan D
a Department of Psychology , DePaul University , Chicago , Illinois , USA.
J Prev Interv Community. 2014;42(1):31-44. doi: 10.1080/10852352.2014.855056.
This study explored the extent to which transportation difficulties were associated with social, psychological, and academic experiences of urban, at-risk students who recently experienced a school transition. Participants included 165 predominantly African American and Latino/a high school youth with and without disabilities, a critical population for community psychology to address given their likelihood of multiple marginalizations. Results suggested transportation problems within school predicted more school stressors and aggressive behavior. Transportation problems to and from school predicted fewer school resources, less school belonging, and more school stressors, anxiety, and depression. Greater time to get to school predicted fewer school resources, less school belonging, and more depressive symptoms. This study demonstrates the importance of including transportation in how the school day is conceptualized, and offers several implications for how transportation services can be best addressed.
本研究探讨了交通困难与近期经历学校过渡的城市高危学生的社会、心理和学业经历之间的关联程度。参与者包括165名主要为非裔美国人和拉丁裔的高中青年，他们中有残疾学生和无残疾学生，鉴于他们面临多重边缘化的可能性，这是社区心理学需要关注的关键群体。结果表明，校内交通问题预示着更多的学校压力源和攻击性行为。上下学的交通问题预示着学校资源减少、学校归属感降低，以及更多的学校压力源、焦虑和抑郁。上学所需时间越长，预示着学校资源越少、学校归属感越低，以及更多的抑郁症状。本研究证明了在学校日的概念化过程中纳入交通因素的重要性，并对如何最好地解决交通服务问题提出了几点启示。
