School bonding significantly mediates the association between psychological distress and grades and expulsions among Black adolescents¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i0 negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Lower perceived stress and depressive symptoms were associated with better school bonding, which was associated with higher grades and fewer expulsions; standardized indirect effects were small (e.g., −.019 for stress on grades). → Rose 2024

Evidence¶

Rose 2024¶

Rose, T., Joe, S., & Hancock, G. R. (2024). Mediators that Matter: Psychological Distress, Developmental Assets, and Educational Outcomes among Black Youth. Journal of Educational Psychology. https://doi.org/10.1037/edu0000876

q2 · i0 · associational · r2

Path analysis of the NSAL-A sample (n = 1,170) with bootstrapped indirect effects found "statistically significant indirect mediated relations" through school bonding for grades and expulsions for both perceived stress and depressive symptoms; the article reports standardized indirect estimates such as −.019 and −.026.

"Results showed perceived stress and depressive symptoms were negatively associated with school bonding. Concurrently, school bonding was associated with better grades and fewer school expulsions."

Discussion¶

Related Claims¶

• Educational expectations significantly mediate the association between psychological distress and grades, grade repetition, and expulsions among Black adolescents — related
• Psychological distress shows no significant total or mediated association with suspensions among Black adolescents — related
• Parent and peer support are differentially associated with specific developmental assets among Black adolescents — related
• Mastery and educational aspirations were not significant mediators of psychological distress and educational outcomes — related