Andrade Fernando H
School of Social Work, University of Michigan, 2846 Verle Av., Ann Arbor, MI 48109, USA.
J Adolesc. 2014 Aug;37(6):953-63. doi: 10.1016/j.adolescence.2014.06.006. Epub 2014 Jul 22.
A growing body of literature has linked substance use and academic performance exploring substance use as a predictor of academic performance or vice versa. This study uses a different approach conceptualizing substance use and academic performance as parallel outcomes and exploring two topics: its multilevel-longitudinal association and school contextual effects on both outcomes. Using multilevel Confirmatory Factor Analysis and multilevel-longitudinal analyses, the empirical estimates relied on 7843 students nested in 114 schools (Add Health study). The main finding suggests that the correlation between substance use and academic performance was positive at the school level in contraposition to the negative relationship at the individual level. Additional findings suggest a positive effect of a school risk factor on substance use and a positive effect of academic pressure on academic performance. These findings represent a contribution to our understanding of how schools could affect the relationship between academic performance and substance use.
越来越多的文献将物质使用与学业成绩联系起来，将物质使用作为学业成绩的预测指标进行探讨，反之亦然。本研究采用了一种不同的方法，将物质使用和学业成绩概念化为平行结果，并探讨两个主题：其多层次纵向关联以及学校背景对这两个结果的影响。使用多层次验证性因素分析和多层次纵向分析，实证估计依赖于嵌套在114所学校中的7843名学生（青少年健康研究）。主要研究结果表明，在学校层面，物质使用与学业成绩之间的相关性为正，这与个体层面的负相关关系相反。其他研究结果表明，学校风险因素对物质使用有积极影响，学业压力对学业成绩有积极影响。这些研究结果有助于我们理解学校如何影响学业成绩与物质使用之间的关系。
