Gonzales N A, Cauce A M, Friedman R J, Mason C A
Department of Psychology, Arizona State University, Tempe, 85287-1104, USA.
Am J Community Psychol. 1996 Jun;24(3):365-87. doi: 10.1007/BF02512027.
Using a 1-year prospective design, this study examined the influence of family status variables (family income, parental education, family structure), parenting variables (maternal support and restrictive control), peer support, and neighborhood risk on the school performance of 120 African American junior high school students. In addition to main effects of these variables, neighborhood risk was examined as a moderator of the effects of parenting and peer support. Family status variables were not predictive of adolescent school performance as indexed by self-reported grade point average. Maternal support at Time 1 was prospectively related to adolescent grades at Time 2. Neighborhood risk was related to lower grades, while peer support predicted better grades in the prospective analyses. Neighborhood risk also moderated the effects of maternal restrictive control and peer support on adolescent grades in prospective analyses. These findings highlight the importance of an ecological approach to the problem of academic underachievement within the African American Community.
本研究采用为期一年的前瞻性设计，考察了家庭状况变量（家庭收入、父母教育程度、家庭结构）、养育方式变量（母亲的支持与限制控制）、同伴支持以及邻里风险对120名非裔美国初中生学业成绩的影响。除了这些变量的主效应外，还考察了邻里风险作为养育方式和同伴支持效应的调节变量。家庭状况变量并不能预测以自我报告的平均绩点为指标的青少年学业成绩。时间1时母亲的支持与时间2时青少年的成绩呈前瞻性相关。邻里风险与较低的成绩相关，而在前瞻性分析中，同伴支持预示着更好的成绩。在前瞻性分析中，邻里风险还调节了母亲的限制控制和同伴支持对青少年成绩的影响。这些发现凸显了采用生态方法解决非裔美国社区学业成绩不佳问题的重要性。
