Stress and coping frameworks posit that active coping may help mitigate stress experiences of individuals, such as the stress resulting from structural racism or anti-immigrant sentiments (i.e., sociocultural stress) Latinx adolescents experience in the United States. Active coping has been linked to better school functioning in mixed-ethnic adolescent populations. The current study examined the associations between active coping and school functioning, as well as the moderating role of gender among 288 Latinx adolescents (M = 13.69, SD = .56; 53% girls). Results revealed active coping related to higher levels of school belonging and grades. No gender differences were found, suggesting active coping works similarly for Latinx adolescent girls’ and boys’ school functioning. This study’s findings contribute to the knowledge on Latinx school functioning by identifying active coping as a potential malleable target for intervention.
AmemiyaJ.WangM. T. (2018). African American adolescents’ gender and perceived school climate moderate how academic coping relates to achievement. Journal of School Psychology, 69, 127–142. https://doi.org/10.1016/j.jsp.2018.05.001
2.
AyersT. S.SandierI. N.WestS. G.RoosaM. W. (1996). A dispositional and situational assessment of children’s coping: Testing alternative models of coping. Journal of Personality, 64(4), 923–958. https://doi.org/10.1111/j.1467-6494.1996.tb00949.x
3.
BoardmanJ. D.AlexanderK. B. (2011). Stress trajectories, health behaviors, and the mental health of black and white young adults. Social Science & Medicine, 72(10), 1659–1666. https://doi.org/10.1016/j.socscimed.2011.03.024
4.
BowkerA.BukowskiW. M.HymelS.SippolaL. K. (2000). Coping with daily hassles in the peer group in early adolescence: Variations as a function of peer experience. Journal of Research on Adolescence, 10(2), 211–243. https://doi.org/10.1207/SJRA1002_5
5.
BrietzkeM.PerreiraK. (2017). Stress and coping: Latino youth coming of age in a new Latino destination. Journal of Adolescent Research, 32(4), 407–432. https://doi.org/10.1177/0743558416637915
6.
BrittianA. S.ToomeyR. B.GonzalesN. A.DumkaL. E. (2013). Perceived discrimination, coping strategies, and Mexican origin adolescents’ internalizing and externalizing behaviors: Examining the moderating role of gender and cultural orientation. Applied Developmental Science, 17(1), 4–19. https://doi.org/10.1080/10888691.2013.748417
7.
Clauss-EhlersC. S. (2008). Sociocultural factors, resilience, and coping: Support for a culturally sensitive measure of resilience. Journal of Applied Developmental Psychology, 29(3), 197–212. https://doi.org/10.1016/j.appdev.2008.02.004
8.
CreanH. F. (2004). Social support, conflict, major life stressors, and adaptive coping strategies in Latino middle school students: An integrative model. Journal of Adolescent Research, 19(6), 657–676. https://doi.org/10.1177/0743558403260018
9.
DavisJ. P.MerrinG. J.IngramK. M.EspelageD. L.ValidoA.El SheikhA. J. (2019). Examining pathways between bully victimization, depression, & school belonging among early adolescents. Journal of Child and Family Studies, 28(9), 2365–2378. https://doi.org/10.1007/s10826-019-01340-9
10.
DelgadoM. YEttekalA. V.SimpkinsS. D.SchaeferD. R. (2016). How do my friends matter? Examining Latino adolescents’ friendships, school belonging, and academic achievement. Journal of Youth and Adolescence, 45(6), 1110–1125. https://doi.org/10.1007/s10964-015-0341-x
11.
EdwardsL. M.RomeroA. J. (2008). Coping with discrimination among Mexican descent adolescents. Hispanic Journal of Behavioral Sciences, 30(1), 24–39. https://doi.org/10.1177/0739986307311431
12.
EndersC. K. (2010). Applied missing data analysis. Guilford.
13.
FolkmanS.LazarusR. S.Dunkel-SchetterC.DeLongisA.GruenR. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50(5), 992–1003. http://dx.doi.org/10.1037/0022-3514.50.5.992
14.
García-CollC.CrnicK.LambertyG.WasikB. H.JenkinsR.GarciaH. V.McAdooH. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x
15.
GonzalesN. A.KimL. S. (1997). Stress and coping in an ethnic minority context. In WolchikS. A.SandlerI. N. (Eds.), In handbook of children’s coping (pp. 481–511). Springer.
16.
GonzalesN. A.TeinJ. Y.SandlerI. N.FriedmanR. J. (2001). On the limits of coping: Interaction between stress and coping for inner-city adolescents. Journal of Adolescent Research, 16(4), 372–395. https://doi.org/10.1177/0743558401164005
17.
HughesJ. N.ImM. H.AlleeP. J. (2015). Effect of school belonging trajectories in grades 6–8 on achievement: Gender and ethnic differences. Journal of School Psychology, 53(6), 493–507. https://doi.org/10.1016/j.jsp.2015.08.001
18.
KlineR. B. (1998). Principles and practice of structural equation modeling. Guilford.
19.
KnightG. P.RoosaM. W.Umana-TaylorA. J. (2010). Studying ethnic minority and economically disadvantaged populations methodological challenges and best practices. American Psychological Association. https://doi.org/10.2307/j.ctv1chs43r
20.
KraagG.ZeegersM. P.KokG.HosmanC.Abu-SaadH. H. (2006). School programs targeting stress management in children and adolescents: A meta-analysis. Journal of School Psychology, 44(6), 449–472. https://doi.org/10.1016/j.jsp.2006.07.001
21.
LazarusR. S.FolkmanS. (1984). Stress, appraisal, and coping. Springer.
22.
LazarusR. S.FolkmanS. (1987). Transactional theory and research on emotions and coping. European Journal of Personality, 1(3), 141–169. https://doi.org/10.1002/per.2410010304
23.
LiuF. F.GonzalesN. A.FernandezA. C.MillsapR. E.DumkaL. E. (2011). Family stress and coping for Mexican origin adolescents. Journal of Clinical Child & Adolescent Psychology, 40(3), 385–397. https://doi.org/10.1080/15374416.2011.563463
24.
MartinezC. R.JrDeGarmoD. S.EddyJ. M. (2004). Promoting academic success among Latino youths. Hispanic Journal of Behavioral Sciences, 26(2), 128–151. https://doi.org/10.1177/0739986304264573
25.
McDermottE.Umaña-TaylorA.Martinez-FuentesS. (2018). Family ethnic socialization predicts better academic outcomes via proactive coping with discrimination and increased self-efficacy. Journal of Adolescence, 65(1), 189–195. https://doi.org/10.1016/j.adolescence.2018.03.011
26.
MerollaD. M.JacksonO. (2019). Structural racism as the fundamental cause of the academic achievement gap. Sociology Compass, 13(6), Article e12696. https://doi.org/10.1111/soc4.12696
NeelC. G.FuligniA. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84(2), 678–692. https://doi.org/10.1111/j.1467-8624.2012.01862.x
30.
OstermanK. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.2307/1170786
31.
ParkI. J.WangL.WilliamsD. R.AlegríaM. (2018). Coping with racism: Moderators of the discrimination–adjustment link among Mexican‐origin adolescents. Child Development, 89(3), Article e293–e310. https://doi.org/10.1111/cdev.12856
32.
PittmanL. D.RichmondA. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270-290. https://doi.org/10.3200/JEXE.75.4.270-292
ReschlyA. L.HuebnerE. S.AppletonJ. J.AntaramianS. (2008). Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning. Psychology in The Schools, 45(5), 419–431. https://doi.org/10.1002/pits.20306
35.
SánchezB.ColónY.EsparzaP. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34(6), 619–628. https://doi.org/10.1007/s10964-005-8950-4
36.
SandlerI. N.WolchikS. A.MacKinnonD.AyersT. S.RoosaM. W. (1997). Developing linkages between theory and intervention in stress and coping processes. In WolchikS. A.SandlerI. N. (Eds.), Handbook of children’s coping (pp. 3–40). Springer. https://doi.org/10.1007/978-1-4757-2677-0_1
37.
SantiagoC. D.GudiñoO. G.BawejaS.NadeemE. (2014). Academic achievement among immigrant and U.S.‐born Latino adolescents: Associations with cultural, family, and acculturation factors. Journal of Community Psychology, 42(6), 735–747. https://doi.org/10.1002/jcop.21649
38.
SchumackerR. E.LomaxR. G. (2016). A beginner’s guide to structural equation modeling. Routledge.
39.
SteinG. L.GonzalezL. M.HuqN. (2012). Cultural stressors and the hopelessness model of depressive symptoms in Latino adolescents. Journal of Youth and Adolescence, 41(10), 1339–1349. https://doi.org/10.1007/s10964-012-9765-8
40.
Suárez-OrozcoC.RhodesJ.MilburnM. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth & Society, 41(2), 151–185. https://doi.org/10.1177/0044118X09333647
41.
VaqueraE. (2009). Friendship, educational engagement, and school belonging: Comparing Hispanic and White adolescents. Hispanic Journal of Behavioral Sciences, 31(4), 492–514. https://doi.org/10.1177/0739986309346023
42.
Wray-LakeL.WellsR.AlvisL.DelgadoS.SyvertsenA. K.MetzgerA. (2018). Being a Latinx adolescent under a Trump presidency: Analysis of Latinx youth's reactions to immigration politics. Children and Youth Services Review, 87(1), 192–204. https://doi.org/10.1016/j.childyouth.2018.02.032
43.
ZychinskiK. E.PoloA. J. (2012). Academic achievement and depressive symptoms in low-income Latino youth. Journal of Child and Family Studies, 21(4), 565–577. https://doi.org/10.1007/s10826-011-9509-5
