Letter from the Editor
Staff Articles
- Epigenetic effects of Maternal Behavior… Sounds a lot like Attachment Theory
- Mean Kids, Mean Moms?
- Problematizing Perfectionism: A Closer Look at the Perfectionism Construct
- Food Allergy and Bullying: The Implications for Parents of Children with Food Allergies
- Child Maltreatment and Resilience in the Academic Environment
- The Role of Consumer Satisfaction in Psychiatric Care
- The Many Treatment Methodologies for Phobias: Finding the Best Fit
- The Effect of Post-Traumatic Stress Disorder on the Ability to Recognize Facial Expressions
- The Female/Athlete Paradox: Managing Traditional Views of Masculinity and Femininity
- Socio-emotional Interventions: The Efficacy of Socio-Emotional Interventions in Head Start Classrooms
- Comparing the type of trauma and the severity of PTSD symptoms in children and adolescents
- The Role of Community Connection for Immigrant Youth’s School Engagement
- Household Economic Shock and the Academic Experiences of College Women
- Sexual Minority Identity Development, Onset of Same-Sex Sexual Behavior, and HIV Risk Outcomes
- Parent-Child Interactions in Behavioral Treatment of Selective Mutism: A Case Study
- Children’s Fictional Narratives: Gender Differences in Storytelling
- Risk-Taking Behaviors in First Generation Immigrant Adolescents: The Role of Acculturative Stress and Social Support
- Promoting the Mathematics Achievement of Economically Disadvantaged Latino and African American Students: Understanding the Roles of Parental Involvement and Expectations
- Caregiver and Teacher Use of Evaluation and the Development of Latino Preschooler’s Socio-Emotional Skills
Sammy F. Ahmed
Acculturative stress has been found to put individuals at risk for poor psychological and physical health. However, its impact on school engagement has yet to be entirely understood. Furthermore, the ways that immigrant students cope with acculturative stress has not been fully recognized. Community connection, as a source of resilience during this transitional period, has the potential to be a buffer against acculturative stress. Hence, this study examined the relation between acculturative stress and school engagement among urban adolescent high school students using a cross-sectional design (N = 345), as well as exploring the potential moderating role of community connection. Measures of community connection included the extent of participants’ feelings about their immediate community. Measures of school engagement included cognitive, behavioral and relational school based engagement. The data used for this study were drawn from the first wave of the New York City Academic and Social Engagement Study (NYCASES, P.I. Selcuk R. Sirin) in the spring of 2008 (Mage=16.08 years, SD=1.29). Barron and Kenny’s (1986) moderation method revealed that when controlling for generation, socio-economic status and ethnicity/race of the participant, acculturative stress (β = -.2, t = -3.5, p = .001) and community connection (β = .07, t = 2.16, p = .03) significantly predicted relational school engagement. Additionally, community connection moderated the relation between acculturative stress and relational school engagement (β = .15, t = 2.87, p = .004), accounting for 10% of the variance (F(338, 6) = 5.8, p < .001).