Citation

Datu JAD. J. Sch. Psychol. 2018; 68: 195-205.

Affiliation

Department of Special Education and Counselling, Hong Kong, SAR China; Integrated Centre for Well-Being (I-WELL), The Education University of Hong Kong, Hong Kong, SAR China. Electronic address: jadatu@eduhk.hk.

Copyright

(Copyright © 2018, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2018.04.001

PMID

29861029

Abstract

Different forms of overt discrimination have been consistently linked to maladaptive psychological, physical health, and educational outcomes. However, limited research has been carried out to assess the link of subtle forms of discrimination like everyday discrimination on academic functioning in the school context. The current study addressed this research gap through examining the association of everyday discrimination with negative emotions and academic achievement among Filipino high school students. A cross-sectional study (Study 1) showed that everyday discrimination was positively associated with negative emotions and negatively linked to perceived academic achievement. Furthermore, everyday discrimination had indirect effects on academic achievement through the intermediate variable negative emotions. Then, a two-wave cross-lagged panel investigation (Study 2) demonstrated that Time 1 everyday discrimination was linked to higher Time 2 negative emotions. Reciprocal associations were also found among the constructs because Time 1 academic achievement was linked to lower levels Time 2 negative emotions and Time 2 everyday discrimination. The theoretical and practical implications of the research are elucidated.

Copyright © 2018 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Language: en

Keywords

Academic achievement; Everyday discrimination; Negative emotions