Department of Counseling Psychology, Santa Clara University.
Department of Psychology, University of New Orleans.
Am J Orthopsychiatry. 2019;89(4):508-517. doi: 10.1037/ort0000305. Epub 2018 Jan 22.
Adolescents attending alternative high schools often present with high rates of academic and behavior problems. They are also at increased risk of poor health behaviors and engaging in physical violence compared with students in traditional high school settings. To address the needs of students in these educational settings, examining factors that influence academic problems in this population is essential. Research has established that both bullying/victimization and sleep problems increase adolescents' risk for academic problems. Little is known about how these 2 factors together may exacerbate risk for academic problems among students attending an alternative high school. The current study investigated the interaction between teacher-reported bullying, victimization and daytime sleepiness on academic concerns (attention and learning problems) among a sample of 172 students (56% female; age M = 18.07 years, SD = 1.42) attending an alternative high school in a large, Southeastern U.S. city. Findings from path models indicated that daytime sleepiness, bullying, and victimization were uniquely associated with attention and learning problems. Further, significant interactions indicated that the association between victimization/bullying and attention/learning problems weakened as levels of daytime sleepiness increased. Results suggest the importance of assessing and addressing multiple contextual risk factors in adolescents attending alternative high schools to provide comprehensive intervention for students in these settings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
就读于非传统高中的青少年通常存在较高的学业和行为问题发生率。与传统高中环境中的学生相比，他们也更有可能存在不良健康行为和身体暴力行为。为了满足这些教育环境中学生的需求，研究影响该人群学业问题的因素至关重要。研究表明，欺凌/受凌和睡眠问题都会增加青少年学业问题的风险。对于这两个因素如何共同加剧就读于非传统高中学生的学业问题风险，目前知之甚少。本研究调查了在一个大的美国东南部城市，一个样本为 172 名学生（56%为女性；年龄 M = 18.07 岁，SD = 1.42 岁）的样本中，教师报告的欺凌、受凌和日间嗜睡与学业问题（注意力和学习问题）之间的交互作用。路径模型的结果表明，日间嗜睡、欺凌和受凌与注意力和学习问题存在独特的关联。此外，显著的交互作用表明，随着日间嗜睡水平的升高，欺凌/受凌与注意力/学习问题之间的关联减弱。结果表明，评估和解决非传统高中学生的多种背景风险因素非常重要，以便为这些学生提供全面的干预措施。
