Sexual orientation disclosure to classmates among Latinx sexual minority high school and college youth

This study examined how minority stressors mediate the association between sexual orientation disclosure to classmates and well-being in a sample of 238 Latinx sexual minority youth (SMY; age range: 14-24 years). Results indicated that sexual orientation disclosure to classmates was associated with higher levels of sexual orientation-based victimization, which contributed to higher levels of internalized homonegativity, which ultimately contributed to higher levels of depressive symptoms and lower self-esteem. Sexual orientation-based victimization and internalized homonegativity were positively associated with depressive symptoms and negatively associated with self-esteem but sexual orientation disclosure to classmates was only positively associated with depressive symptoms. Associations between sexual orientation-based victimization and internalized homonegativity were stronger among college Latinx SMY compared to SMY in high school.

Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students' own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students' self-esteem and cognitive ability were examined. The results showed effects from friends' and classmates' (dis)engagement on all dimensions of (dis)engagement. Popular Students' engagement only affected individual Student's behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships

School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14-18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk.

How Classmates' Gender Stereotypes Affect Students' Math Self-Concepts: A Multilevel Analysis

The present research is the first to examine how students' individual and their classmates' math-related gender stereotypes, endorsing that math would be a typically male domain, relate to students' math self-concepts. To this end, data of N = 1,424 secondary school students from Germany were analyzed using multilevel analyses. As expected, strong individual beliefs in the math-related gender stereotype were related to lower math self-concepts for girls, but to higher math self-concepts for boys. Moreover, classmates' shared beliefs in this stereotype showed a negative relation to girls' self-concepts, whereas no significant relation between classmates' shared beliefs and boys' self-concepts was found. These relations also persisted after controlling for students' math grades and age. In sum, the results demonstrated that gender stereotypes shared by students' classmates can have a substantial impact on students' math self-concepts, beyond their individual gender stereotypes. This finding emphasizes the significance of classmates as important socializing peers in the process of students' self-concept formation.