ArticleJournal of youth and adolescence2020
The Cost of Academic Focus: Daily School Problems and Biopsychological Adjustment in Chinese American Families.
Article in Journal of youth and adolescence, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 3 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Beyond snapshots: A systematic review of dyadic and triadic parent-adolescent ecological momentary assessment studies across diverse and general populations.Journal of research on adolescence : the official journal of the Society for Research on Adolescence · 2026Pooled it
- Pooled it
- Acculturation and biological stress markers: A systematic review.Psychoneuroendocrinology · 2021Pooled it
- Positive effects of the COVID-19 pandemic on depression and anxiety in Chinese adolescents.European child & adolescent psychiatry · 2024Article
- "I Just Feel Like the Teacher Understood Me, and She Knew What I Needed": School Experiences of Autistic Students from Diverse Backgrounds.Autism & developmental language impairmentsArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Stress from daily school problems may accumulate and eventually lead to mental health issues in both youth and their parents. With a strong cultural emphasis on school performance, Chinese American families may be particularly vulnerable to such stress. In the current research, Chinese American adolescents (N = 95; Mean age = 13.7 years; 51% girls) and their parents completed daily diary reports of school problems and emotional well-being for 14 continuous days. Adolescents also provided four saliva samples per day for 4 consecutive days. Multilevel modeling analyses showed that youth's daily school problems predicted their lower happiness, higher distress, and higher total cortisol output above and beyond their emotional well-being and cortisol output the prior day. Moreover, there was a spillover effect such that youth's school problems also negatively predicted their parents' emotional well-being. Notably, the negative influence from school problems was moderated by children's cultural orientation, such that youth who were more oriented toward Chinese (vs. American) culture were more vulnerable to the school problems. Taken together, our results highlight the costs on biopsychological adjustment accompanying the academic focus in Chinese American youth and their parents.
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Registered trials
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