Traumatic Stress, Socioeconomic Status, and Academic Achievement Among Primary School Students

被引：39

作者：

Goodman, Rachael D. ^{[1
]}

Miller, M. David ^{[2
]}

West-Olatunji, Cirecie A. ^{[3
]}

机构：

[1] George Mason Univ, Counseling & Dev Program, Coll Educ & Human Dev, Fairfax, VA 22030 USA

[2] Univ Florida, Collaborat Assess ment & Program Evaluat Serv, Sch Human Dev & Org Studies Educ, Gainesville, FL 32611 USA

[3] Univ Florida, Counselor Educ Program, Sch Human Dev & Org Studies Educ, Gainesville, FL 32611 USA

来源：

PSYCHOLOGICAL TRAUMA-THEORY RESEARCH PRACTICE AND POLICY | 2012年 / 4卷 / 03期

关键词：

traumatic stress; academic achievement; socioeconomic status; students; AFRICAN-AMERICAN; CHILD; COMMUNITY; DISORDER; ABUSE;

D O I：

10.1037/a0024912

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Students from lower socioeconomic status (SES) families continue to underachieve within the educational setting; however, little research has examined how psychological trauma may be related to this problem. Using a sample of 5th-grade students from the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 database, we used regression analyses to determine whether traumatic stress and SES influenced achievement. Results showed that low SES and traumatic stress predicted lower educational outcomes. This study has implications for counselors and educators because trauma is often overlooked or misunderstood in children.

引用

页码：252 / 259

页数：8

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