National and Kapodistrian University of Athens, Athens, Greece.
Faculty of Social and Behavioral Sciences, Utrecht University, Utrecht, the Netherlands.
J Adolesc. 2022 Jun;94(4):667-683. doi: 10.1002/jad.12055. Epub 2022 May 25.
Greece was hit particularly hard by the latest economic recession.
Using a quasi-experimental design, we examined whether and how psychosocial resources promoted and/or protected youth's school adjustment (academic achievement, school engagement, and conduct) and psychological well-being (absence of emotional symptoms) during the economic crisis. We focused on three family resources (family economic well-being, parental education, and school involvement) and one personal resource (self-efficacy). Data were collected with multiple methods and informants. We compared two cohorts of adolescents, closely matched through Inverse Probability of Treatment Weighting, who lived in the same neighborhoods, one before (2005; N = 1057; age M = 12.7 years) and the other during (2013; N = 1052; age M = 12.6 years) the economic recession.
Variable- and person-focused analyses revealed that in the context of the economic recession parental education and parental school involvement promoted and/or protected youth's school adjustment, and families' economic wellbeing was linked to both externalizing and internalizing symptoms. Another key finding is that youth who exhibited positive adaptation during the economic crisis were equally well adjusted as youth who were well adjusted before the economic crisis, even though they had fewer resources. Finally, youth with more adequate psychosocial resources were able to keep the same high level of adaptation during the crisis as well-adjusted youth had before the crisis. The findings were robust regarding variations in gender and immigrant status.
The results suggest that psychosocial resources are important in understanding the diversity in youth's school adjustment and well-being during a major economic crisis.
希腊在最近的经济衰退中受到了特别严重的打击。
我们采用准实验设计，考察了在经济危机期间，心理社会资源是否以及如何促进和/或保护青少年的学校适应（学业成绩、学校参与和行为）和心理健康（无情绪症状）。我们关注三个家庭资源（家庭经济状况、父母教育程度和学校参与度）和一个个人资源（自我效能感）。数据通过多种方法和信息来源收集。我们通过逆概率处理权重（Inverse Probability of Treatment Weighting）比较了两组青少年，他们生活在相同的社区，一组在经济衰退之前（2005 年；N=1057；年龄 M=12.7 岁），另一组在经济衰退期间（2013 年；N=1052；年龄 M=12.6 岁）。
变量和个体焦点分析表明，在经济衰退的背景下，父母教育程度和父母对学校的参与度促进和/或保护了青少年的学校适应，而家庭的经济状况与外化和内化症状都有关联。另一个重要发现是，在经济危机中表现出积极适应的青少年与经济危机前适应良好的青少年同样适应良好，尽管他们的资源较少。最后，拥有更充足心理社会资源的青少年在危机期间能够保持与适应良好的青少年在危机前相同的高度适应水平。这些发现对于性别和移民身份的变化都是稳健的。
研究结果表明，心理社会资源对于理解青少年在重大经济危机期间的学校适应和幸福感的多样性非常重要。
