The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-06e

Bibliographic reference :
Alva, S.A., & de Los Reyes, R. (1999). Psychosocial Stress, Internalized Symptoms, and the Academic Achievement of Hispanic Adolescents. Journal of Adolescent Research, 14(3), 343-358.

Abstract :

Objectives
The objective of this American study was to assess the effect of stressful life events (psychological stress) typical of the Hispanic community on internalized symptoms (anxiety, depression) and academic performance of youngsters from such a community. The authors also tried to determine the moderating effect of the perceived competence (physical, cognitive, social and global) on the relationship between these variables.

Methodology
The sample consisted of 171 Latino-American adolescents from the Los Angeles area, aged between 14 and 16 years and enrolled in the ninth grade in a high school located in a predominantly Hispanic area. These students completed a series of standardized questionnaires during regular class, including The Hispanic Children’s Stress Inventory, Revised Children’s Manifest Anxiety Scale, The Children’s Depression Inventory and The Harter Perceived Competence Scale. Academic performance was measured based on the students’ report cards.

Main Results
Firstly, the authors observed a significant and positive relationship between academic performance and gender, parental occupational status and perceived cognitive competence. A negative relationship was observed with respect to the psychological stress and depression variables. This suggested that the students from that community who experienced a high degree of psychological stress and presented depressive symptoms tended to perform more poorly in school.

Secondly, results have indicated that only the perceived cognitive competence predicted academic performance, although the four domains of perceived competence helped in predicting effectively internalized symptoms. In addition, in this sample, social competence did not moderate the negative effect of life events stress on the development of internalized symptoms and academic performance. The authors believe that if social competence had been measured through other sources, it would have better defined the role of this variable in the reduction of stress associated with adolescent adjustment.

Lastly, the authors suggest the use of broader and more diversified samples in order to have a better representation of the Hispanic population in future research projects.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Environmental Stressors, Stress, Internalized Symptoms, Academic Performance, Hispanic Students, Ethnicity, Perceived Competence, Quantitative Analysis, Secondary/High School