Drinking, Socioemotional Functioning, and Academic Progress in Secondary School

Autor/inn/en	Crosnoe, Robert; Benner, Aprile D.; Schneider, Barbara
Titel	Drinking, Socioemotional Functioning, and Academic Progress in Secondary School
Quelle	In: Journal of Health and Social Behavior, 53 (2012) 2, S.150-164 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1465
DOI	10.1177/0022146511433507
Schlagwörter	High Schools; Social Integration; Academic Achievement; Drinking; Adolescents; Organizations (Groups); Mental Health; Grades (Scholastic); Longitudinal Studies; Health Education; Elementary Secondary Education; Grade 7; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Soziale Integration; Schulleistung; Trinken; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychohygiene; Notenspiegel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; School year 07; 7. Schuljahr; Schuljahr 07; USA
Abstract	Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the bidirectional associations among indicators of adolescents' alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents' academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10