Latino adolescents' loneliness, academic performance, and the buffering nature of friendships.
This longitudinal study examined Latino adolescents' feelings of loneliness and the repercussions of loneliness for later educational success. Participants were 640 Latino students (56% girls, 62% Mexican/Mexican-American) who reported on loneliness across the first 2 years of high school. Growth mixture modeling identified three distinct loneliness trajectory classes for the Latino adolescents--consistently low, chronically high, and low but increasing. Language brokering, language use, and school mobility emerged as predictors of class membership. Increasingly and chronically lonely youth experienced academic difficulty, both in terms of academic progress and exit exam success, but support from friends served as a buffer of the negative relationship between loneliness and academic success. This study highlights the pernicious effects of loneliness and suggests promoting prosocial friendship support as a means of facilitating more positive academic outcomes for Latino youth.
Benner
Aprile D
AD
Population Research Center, University of Texas at Austin, Austin, TX, USA. abenner@prc.utexas.edu
D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D004522:Educational Status; D005260:Female; D033062:Friends / Q000523:psychology*; D006801:Humans; D007398:Interpersonal Relations; D008132:Loneliness / Q000523:psychology*; D008137:Longitudinal Studies; D008297:Male; D017058:Mexican Americans / Q000208:ethnology / Q000523:psychology*; D010379:Peer Group; D012574:Schools; D012944:Social Support; D013334:Students / Q000523:psychology*