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25-05-2020 | Empirical Research

The Cost of Academic Focus: Daily School Problems and Biopsychological Adjustment in Chinese American Families

Auteurs: Yang Qu, Beiming Yang, Eva H. Telzer

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 8/2020

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Abstract

Stress from daily school problems may accumulate and eventually lead to mental health issues in both youth and their parents. With a strong cultural emphasis on school performance, Chinese American families may be particularly vulnerable to such stress. In the current research, Chinese American adolescents (N = 95; Mean age = 13.7 years; 51% girls) and their parents completed daily diary reports of school problems and emotional well-being for 14 continuous days. Adolescents also provided four saliva samples per day for 4 consecutive days. Multilevel modeling analyses showed that youth’s daily school problems predicted their lower happiness, higher distress, and higher total cortisol output above and beyond their emotional well-being and cortisol output the prior day. Moreover, there was a spillover effect such that youth’s school problems also negatively predicted their parents’ emotional well-being. Notably, the negative influence from school problems was moderated by children’s cultural orientation, such that youth who were more oriented toward Chinese (vs. American) culture were more vulnerable to the school problems. Taken together, our results highlight the costs on biopsychological adjustment accompanying the academic focus in Chinese American youth and their parents.
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Metagegevens
Titel
The Cost of Academic Focus: Daily School Problems and Biopsychological Adjustment in Chinese American Families
Auteurs
Yang Qu
Beiming Yang
Eva H. Telzer
Publicatiedatum
25-05-2020
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 8/2020
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-020-01255-5

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