Exploring Psychosocial Mechanisms and Interactions: Links Between Adolescent Emotional Distress, School Connectedness, and Educational Achievement

Internalizing mental health issues are a significant developmental and clinical concern during adolescence, but rarely identified as a problem among school staff. Using data from the National Longitudinal Study of Adolescent Health, this study examined the associations between adolescent emotional d...

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Bibliographic Details
Published in:School mental health 2017-03, Vol.9 (1), p.28-43
Main Authors: Pate, Christina M., Maras, Melissa A., Whitney, Stephen D., Bradshaw, Catherine P.
Format: Article
Language:English
Subjects:
Academic Achievement
Adolescent Attitudes
Adolescents
Adults
Behavioral Science and Psychology
Child and School Psychology
Child development
Clinical Psychology
Developmental Psychology
Education
Educational attainment
Educational Environment
Emotional Response
Interaction
Longitudinal Studies
Mental depression
Mental Disorders
Mental Health
Original Paper
Outcomes of Education
Peers
Psychological Patterns
Psychology
Schools
Stress Variables
Student School Relationship
Teenagers
Variables
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Summary:Internalizing mental health issues are a significant developmental and clinical concern during adolescence, but rarely identified as a problem among school staff. Using data from the National Longitudinal Study of Adolescent Health, this study examined the associations between adolescent emotional distress, school connectedness, and educational achievement by exploring potential mechanistic and interactive roles of perceived school connectedness on the emotion–education association. Emotional distress was negatively associated with adolescents’ perceptions of belonging to school, which, in turn, may negatively influence educational achievement. School connectedness also had both additive and multiplicative interaction effects on the emotion–education relationship. Results support previous evidence of school connectedness as a protective factor for adolescents with internalizing mental health concerns, although much of the work to date has focused on externalizing problems. This study informs our understanding of how, why, and for whom emotional problems influence educational outcomes in light of social support in the school context.
ISSN:1866-2625
1866-2633
DOI:10.1007/s12310-016-9202-3