Stress, Support, and Academic Performance of Urban, Low-Income, Mexican-American Adolescents

A Community-Based Mindfulness Intervention Among Latino Adolescents and Their Parents: A Qualitative Feasibility and Acceptability Study

Few studies have evaluated the effectiveness of mindfulness-based meditation interventions (MBMIs) among Latino youth. Furthermore, joint parent-child participation in such programs is rare. Utilizing a community-based participatory research approach, this study evaluated the feasibility of a pilot bilingual MBMI among Latino adolescents and their parents in Los Angeles. Qualitative interviews were conducted to assess the practicality, implementation, and acceptability of the program. Challenges to attendance included health issues or conflicts with work. Several adolescents struggled with distractions from peers. However, overall responses suggest that parents and children found the program convenient and enjoyable, and perceived benefits from the curriculum. This study supports the feasibility of a MBMI among Latino family dyads.

Alcohol Consumption Frequency of Parents and Stress Status of Their Children: Korea National Health and Nutrition Examination Survey (2007-2016)

Background: The effect of stress on mental health has been increasingly acknowledged. Drinking habits are closely inter-related with stress and each affects the other. However, only limited studies addressed the effects of alcohol consumption on family members apart from spouses. The purpose of this study is to better understand the relationship between parent drinking frequency and their children’s self-reported stress. Methods: Data was collected from the Korean National Health and Nutrition Examination Survey (K-NHANES) conducted during 2007–2016. Respondents were divided into three groups: children (n = 3796), maternal (n = 22,418), and paternal (n = 16,437). After merging the children and parents data sets, we identified the final study population of 3017 and performed binary logistic regression. Results: We found that the odds of high stress cognition was 1.58-fold higher for children who have heavy drinking mother (95% CI: 1.14–2.19) and 1.45-fold higher for those who have heavy drinking father (95% CI: 1.06–1.99). In a subgroup analysis, children whose household income level was Q1 and maternal occupation was white collar showed a statistically significant association of high stress with parental drinking frequency. Conclusions: Parental drinking frequency negatively impacts stress in the children of drinkers. We suggest providing support care for children in vulnerable environments to improve their stress levels.

Math Self-Efficacy and STEM Intentions: A Person-Centered Approach

Research pertaining to STEM interest and persistence continues to be a top priority in the educational research arena. The current study employed a person-centered approach to examine the impact of math self-efficacy and various distal predictors, such as individuals' demographic information, beliefs about math, and social group identification, on STEM interest and intentions. Specifically, we conducted a latent profile analysis (LPA), thereby inferring three homogeneous subgroups of individuals or latent classes from their response patterns on the 18-item sources of math self-efficacy measure. Our analyses showed that individuals' ethnicity, implicit theories of math ability, and other group orientation were predictive of class membership (Mastery, Moderate, and Unconfident). We also found that there were significant differences in interest in STEM subjects, interest in STEM activities, individuals' majors, and retention grade point average across the three latent classes. Our findings support the importance of math self-efficacy in choice of major as well as overall academic performance regardless of whether a student is in a STEM field or a non-STEM field.

Gendered Perspectives in Psychology: Immigrant Origin Youth

In this article, we contend that the field of psychology has largely failed to foreground the role of gender in its study of immigration. Here, we review studies that address gender and migration focusing on the experience of children and adolescents. We provide developmental perspectives on family relations, well-being, identity formation, and educational outcomes, paying particular attention to the role of gender in these domains. We conclude with recommendations for future research, which include the need to consider whether, and if so, how, when, and why it makes a difference to be an immigrant, to be from a particular country, or to be female rather than male. We argue that it is important to consider socioeconomic characteristics; to consider resilience as well as pathology; and to work in interdisciplinary ways to deepen our understanding of the gendered migratory experience of immigrant origin youth.

Gender and the Interplay of Source of Support and Peer Social Rejection on Internalizing Among Mexican American Youth

Gendered interpersonal processes may explain the elevated rates of internalizing symptoms among adolescent girls relative to boys. Two such processes are peer social rejection and social support. The current study assessed for gender differences in the effect of 7th grade peer social rejection on 10th grade internalizing symptoms, as well as the moderating effects of social support from family and from friends in a sample of 749 (49 % female) Mexican American adolescents, an understudied population with a unique social culture. Peer social rejection significantly predicted increased internalizing symptoms for girls. Although buffering effects of social support were not found, there were significant moderating effects of both sources of support for boys, such that at low levels of social support, peer social rejection was associated with decreased internalizing symptoms, and at high levels of social support, peer social rejection was associated with increased internalizing symptoms. The results help unpack the nuances of the interpersonal processes that lead to differential adjustment for adolescent boys and girls at this critical developmental stage.

Life Satisfaction Reports of Adolescents with Learning Disabilities and Normally Achieving Adolescents

Reports of life satisfaction, as measured by the Multidimensional Students' Life Satisfaction Scale (MSLSS; Huebner, 1994b) of 80 adolescents diagnosed with a learning disability (LD) were compared to the reports of a matched sample of 80 normally achieving (NA) adolescents. The results provide preliminary psycho-metric support for the use of the MSLSS with adolescents with LD in research contexts. Contrary to studies of other groups of students with mild disabilities, comparisons of mean levels of overall life satisfaction and satisfaction in five specific domains (family, friends, school, self, and living environment) revealed no differences between adolescent students with LD and NA adolescents. Both groups of students reported positive overall and domain-specific life satisfaction levels. Implications for future research and delivery of services to adolescents with LD were discussed.

A Descriptive Study of Urban Mexican American Adolescents’ Perceived Stress and Coping

In this descriptive study, the perceived stress, coping, and coping effectiveness of 158 low-income, urban, Mexican American 10th graders were assessed using open-ended and structured interview procedures. A total of 95% of participants were able to identify a difficult life event stressor and at least one way they coped with this event. Participants, particularly females, most frequently identified family-related events as being the most difficult recent life event stressor. To manage stress, participants most commonly reported using active coping strategies, followed by family social support, self-reliance, and behavioral avoidance. Females were more likely than males to seek family support and to vent emotions when coping with stress. Participants were most likely to use active, problem-focused strategies when confronting school-and personal-related stressors, and to find coping most helpful when dealing with stressful school events. Findings are discussed in terms of the urban, ethnic-minority backgrounds of participants and directions for further research.

Ethnic, Social Class, and Gender Differences in Adolescent Drinking

The independent effects of ethnicity and social class on multiple aspects of adolescent drinking were examined. African American, European American, and Mexican American high school students (1,134 females, 740 males) from three social classes completed measures of drinking frequency and quantity, drinking consequences, reasons for drinking, and the social context of drinking. Overall, European American students showed the highest frequency and quantity of drinking followed by Mexican Americans and then by African Americans. Despite differences in frequency and quantity, adolescents from the three ethnic groups showed similar drinking patterns, motivations, and consequences. However, European Americans engaged in more normative and outdoor drinking, and a larger minority of African American adolescents reported consuming alcohol alone and in school or work settings. The independent effects of social class were minimal.

The Relationship between Parenting, Acculturation, and Adolescent Academics in Mexican-Origin Immigrant Families in Los Angeles

This study examines the relationship between gender, acculturation, parenting, and adolescents' academic outcomes in Mexican-origin immigrant families. Self-report survey data were collected from adolescents attending three high schools in Los Angeles. Correlation and multiple regression analyses were conducted on the 273 adolescents (M = 15.5) whose parents were both born in Mexico. Girls reported higher academic motivation and educational aspirations. Substantial support was found for the positive relationship between mothers' and fathers' behaviors (ability to help, monitoring, support) and adolescents' academic motivation. Substantial support was found for the relationship between mothers' and fathers' educational level, language spoken at home, and educational aspirations. Generation status was not related to the academic outcomes. Implications for researchers, practitioners, school personnel, and policy makers are discussed.

Social support moderates the effects of stress on sleep in adolescents

Academic expectations and demands become primary sources of stress during adolescence, negatively affecting sleep. To cope with stress, adolescents may turn to social support figures. The present study tested the extent of main and moderating effects of various sources of social support on the association between stress and sleep. Adolescents (n = 202, meanage 14.6 years, standard deviation = 0.71) reported on academic stress, sleep, and support using questionnaires during a low- and high-stress period, defined by the absence or presence of examinations, respectively. Inquiries were made regarding social support from parents, friends, and class supervisor. During both stress periods, academic stress was associated negatively with sleep quality and positively with sleep reduction. Social support increased sleep quality and lowered sleep reduction. In addition, social support moderated the effects of academic stress on sleep, thus improving sleep quality and lowering sleep reduction. Moderating effects were stronger during a period of high stress. The present study showed that adolescents can benefit from stress moderation through social support by improvements of sleep quality and sleep reduction. Such moderating effects should be taken into account when studying stress and sleep. Implications and recommendations based on these findings are discussed.

Support and conflict in ethnically diverse young adults’ relationships with parents and friends

We examined support and conflict with parents and close friends in a sample of ethnically diverse young adults (European-, Asian-, Cuban-, Latin-, and Mexican Americans). College students ( N = 495) completed six subscales from the Network of Relationships Inventory (NRI; Furman & Buhrmester, 1985). Friends were rated higher than parents on global support by Asian- and European Americans, but not by the three Latino groups. Regardless of ethnic group, friends and parents provided different types of support, and conflict with parents was more frequent than conflict with friends. No differences due to age, gender, or generation of immigration emerged for European-, Cuban-, or Asian Americans; differences emerged attributable to gender among Mexican Americans (support and conflict), and generation of immigration among Latin Americans (support). Findings reveal ethnic group similarities in how college students’ social relationships are structured, but also highlight unique within-group experiences.

Factorial structure and invariance of the academic expectations stress inventory across Hispanic and Chinese adolescent samples

Using confirmatory factor analysis, the current study provided further evidence for the two-factor structure of the Academic Expectations Stress Inventory [AESI; Ang RP, Huan VS (2006) Educ Psych Meas 66:522-539] using a sample of 191 US Hispanic adolescents and a sample of 211 Singapore Chinese adolescents. This study also examined the cross-cultural validity of the AESI using multigroup confirmatory factor analysis to investigate the invariance of the factor structure of the AESI across both samples. Results from multigroup confirmatory factor analysis suggested that while partial invariance was observed across the samples, the consistency of fit indices indicating either no change or a minimal loss of fit between the unconstrained basic model and the partially constrained models, provided support that partial invariance was acceptable. Analyses of covariance results indicated that perceived overall academic stress and academic stress arising from self-expectations were significantly higher among Singapore Chinese adolescents compared with US Hispanic adolescents.

Urban adolescent mothers exposed to community, family, and partner violence: is cumulative violence exposure a barrier to school performance and participation?

Using a risk and resilience perspective, the authors assessed urban adolescent mothers' exposure to community, family, and partner violence and analyzed the relationships between cumulative violence exposure and multiple school outcomes, within the context of welfare reforms. Positive attitude toward school and social support were examined as moderators of violence exposure on school outcomes. The authors pilot tested the questionnaire with 10 participants, then surveyed 120 adolescent mothers regarding their violence exposure, school performance and participation, positive attitude toward school, and social support. Results indicate very high rates of lifetime exposure to violence; intercorrelations and regression analyses indicate that as violence exposure increases, school outcomes tend to worsen, with positive attitude toward school found to be a significant moderator of the effects of exposure to community violence on behavior problems in school. Implications for researchers, practitioners, school policies and programs, and welfare policies and programs conclude the article.

The relationship between the consumption of various drugs by adolescents and their academic achievement

This study uses the NELS data set to assess the relationship between adolescent patterns of the consumption of marijuana, cocaine, alcohol, and cigarette consumption and their academic achievement. The results of the study indicate that increased frequency of cigarette smoking and being under the influence of marijuana, cocaine, and alcohol did frequently have an impact on adolescent academic achievement. When all types of drug consumption were considered together, cigarette smoking, being drunk, and under the influence of alcohol while at school were the variables that produced the most consistent statistically significant effects. Being under the influence of cocaine generally produced the largest regression coefficients, but the effects were often not statistically significant, which may in part be due to the small portion of students who reported being under the influence of cocaine while at school. When examined separately, being under the influence of cocaine and marijuana each had consistently statistically significant effects on academic achievement.