The Potential for Using a Shortened Version of the Everyday Discrimination Scale in Population Research with Young Adults: A Construct Validation Investigation.

Discrimination is associated with numerous psychological health outcomes over the life course. The nine-item Everyday Discrimination Scale (EDS) is one of the most widely used measures of discrimination; however, this nine-item measure may not be feasible in large-scale population health surveys where a shortened discrimination measure would be advantageous. The current study examined the construct validity of a combined two-item discrimination measure adapted from the EDS by Add Health ( = 14,839) as compared to the full nine-item EDS and a two-item EDS scale (parallel to the adapted combined measure) used in the National Survey of American Life (NSAL; = 1,111) and National Latino and Asian American Study (NLAAS) studies ( = 1,055).

Shifting and Persisting in the Face of Life Stressors: Consequences for Adolescent Health.

The current study assessed whether greater use of shift-and persist strategies, which entail the reappraisal of stressors (shifting) and endurance through optimism and meaning-making, buffered the associations between life stressors and adolescents' psychological health (i.e., depressive symptoms, anxiety) and physical health and health behaviors (i.

Psychological Resources as a Buffer Between Racial/Ethnic and SES-based Discrimination and Adolescents' Academic Well-being.

While the detrimental consequences of racial/ethnic discrimination for adolescent well-being are well-established, less is known about the impact of SES-based discrimination and the potential protective benefits of adolescents' intraindividual assets. The current study addressed these gaps by investigating the longitudinal associations between racial/ethnic and SES-based educator-perpetrated discrimination and adolescents' academic well-being and assessed whether psychological resources moderated these pathways. To do so, the study used longitudinal data from a diverse sample of 750 9 grade students (54% female; 41% White, 34% Latina/o/x, 8% Asian American, 6% African American, 11% biracial/other race/ethnicity; 43% had parents with an associate's degree or less) in the Southwestern U.

Parent and teacher educational expectations and adolescents' academic performance: Mechanisms of influence.

The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally-representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course-taking sequence, and educational attainment two years post-high school. High parent expectations generally magnified the particularly strong positive effects of high math teacher expectations, and there was some evidence of variation in links between adult expectations and outcomes by both student race/ethnicity and socioeconomic status.