Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

Autor/inn/en	Zychinski, Kristen E.; Polo, Antonio J.
Titel	Academic Achievement and Depressive Symptoms in Low-Income Latino Youth
Quelle	In: Journal of Child and Family Studies, 21 (2012) 4, S.565-577 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-011-9509-5
Schlagwörter	Academic Achievement; Hispanic American Students; Depression (Psychology); Symptoms (Individual Disorders); Self Efficacy; Goal Orientation; Acculturation; Stress Variables; Elementary School Students; Grade 5; Grade 6; Grade 7; Urban Schools; Public Schools; Low Income; Report Cards; Grades (Scholastic); Standardized Tests; Scores; Statistical Significance; Correlation; Regression (Statistics); Cultural Influences + Suchen Sie Ihr Suchwort? Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Psychiatrische Symptomatik; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Akkulturation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Niedriglohn; Berichtszeugnis; Notenspiegel; Standadised tests; Standardisierter Test; Korrelation; Regression; Regressionsanalyse; Cultural influence; Kultureinfluss
Abstract	The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates Latino youth consistently report higher levels of depressive symptoms. We examined the relation between academic achievement and depressive symptoms in Latino youth. We additionally investigated the potential mediating role of academic self-efficacy and goal-orientation as well as the moderating role of acculturative stress. Participants included 133 Latino students enrolled in fifth through seventh grade at an urban public elementary school. Students responded to items about their depressive symptoms, academic self-efficacy, academic orientation, and acculturative stress. Both indicators of academic performance were significantly correlated with depressive symptoms (report card grades r = -0.26, p less than 0.01; standardized test scores r = -0.21, p less than 0.05). As predicted, academic self-efficacy and a performance-avoidance orientation mediated this relationship. Although acculturative stress did not moderate the relationship between achievement and depression, hierarchical regression models revealed that this cultural/contextual variable combined with academic factors to account for 28-32% of the variance in depressive symptoms. We discuss the implications of these findings for clinical intervention and the education system within the US. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10