Socioeconomic Context and Emotional-Behavioral Achievement Links

Concurrent and Prospective Associations Among Low- and High-Income Youth

Nadia S. Ansary, Thomas J. Mcmahon, Suniya Luthar

Research output: Contribution to journalArticle

12 Citations (Scopus)

Abstract

Temporal associations in the relationship between emotional-behavioral difficulty and academic achievement were explored in 2 samples followed from 6th through 8th grade. The first sample comprised 280 students entering an economically disadvantaged urban middle school and the second comprised 318 students entering an affluent suburban middle school. Among disadvantaged youth, emotional indices were concurrently associated with poorer achievement while prospective associations between substance use and achievement were evident. For privileged adolescents, only a significant concurrent relationship emerged between social anxiety and achievement, although nonsignificant trends in the data suggest other, albeit weak, associations. The findings are discussed in terms of similarities and differences in these temporal associations across 2 samples representing extremes of the socioeconomic continuum.

Original languageEnglish (US)
Pages (from-to)14-30
Number of pages17
JournalJournal of Research on Adolescence
Volume22
Issue number1
DOIs
StatePublished - Mar 2012
Externally publishedYes

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income
Vulnerable Populations
Students
academic achievement
student
school grade
anxiety
adolescent
Anxiety
trend

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Developmental and Educational Psychology
  • Behavioral Neuroscience
  • Cultural Studies

Cite this

Socioeconomic Context and Emotional-Behavioral Achievement Links : Concurrent and Prospective Associations Among Low- and High-Income Youth. / Ansary, Nadia S.; Mcmahon, Thomas J.; Luthar, Suniya.

In: Journal of Research on Adolescence, Vol. 22, No. 1, 03.2012, p. 14-30.

Research output: Contribution to journalArticle

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