Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents

Autor/in	Choi, Yoonsun
Titel	Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents
Quelle	In: Journal of Youth and Adolescence, 36 (2007) 4, S.403-415 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-006-9152-4
Schlagwörter	Sexuality; Pacific Islanders; Academic Achievement; Adolescents; Behavior Problems; Asian Americans; Longitudinal Studies; Correlation; Racial Differences; Predictor Variables; Aggression; Delinquency; Juvenile Gangs; Substance Abuse; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Sexualität; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Asian immigrant; United States; Asiatischer Einwanderer; USA; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Rassenunterschied; Prädiktor; Kriminalität; Jugendbande; Drug use; Drug consomption; Drogenkonsum
Abstract	Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API) youth; that they can have high grades but still exhibit problem behaviors. This study finds that academic performance is a significant predictor of aggressive and nonaggressive delinquent offenses, gang initiation, sexual behaviors, and substance use, and that the relationship generally does not vary by race and ethnicity. Thus, there is little evidence that API youth are high achievers who are also engaging significantly in problem behaviors. The existing perceptions of API youth may be largely based on stereotype and ambivalence. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10