Department of Special Education and Counselling, Hong Kong, SAR China; Integrated Centre for Well-Being (I-WELL), The Education University of Hong Kong, Hong Kong, SAR China.
J Sch Psychol. 2018 Jun;68:195-205. doi: 10.1016/j.jsp.2018.04.001. Epub 2018 May 8.
Different forms of overt discrimination have been consistently linked to maladaptive psychological, physical health, and educational outcomes. However, limited research has been carried out to assess the link of subtle forms of discrimination like everyday discrimination on academic functioning in the school context. The current study addressed this research gap through examining the association of everyday discrimination with negative emotions and academic achievement among Filipino high school students. A cross-sectional study (Study 1) showed that everyday discrimination was positively associated with negative emotions and negatively linked to perceived academic achievement. Furthermore, everyday discrimination had indirect effects on academic achievement through the intermediate variable negative emotions. Then, a two-wave cross-lagged panel investigation (Study 2) demonstrated that Time 1 everyday discrimination was linked to higher Time 2 negative emotions. Reciprocal associations were also found among the constructs because Time 1 academic achievement was linked to lower levels Time 2 negative emotions and Time 2 everyday discrimination. The theoretical and practical implications of the research are elucidated.
不同形式的显性歧视一直与适应不良的心理、身体健康和教育成果有关。然而，对于隐性歧视形式（如日常歧视）与学校背景下的学术功能之间的联系，研究还很有限。本研究通过考察菲律宾高中生日常歧视与负面情绪和学业成绩之间的关系，填补了这一研究空白。一项横断面研究（研究 1）表明，日常歧视与负面情绪呈正相关，与感知学业成绩呈负相关。此外，日常歧视通过负面情绪这一中间变量对学业成绩产生间接影响。然后，一项两波交叉滞后面板调查（研究 2）表明，第一时间的日常歧视与第二时间更高的负面情绪有关。这些结构之间也存在相互关联，因为第一时间的学业成绩与第二时间更低的负面情绪和第二时间的日常歧视有关。该研究的理论和实践意义得到了阐明。
