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. 2012;53(2):150-64.
doi: 10.1177/0022146511433507. Epub 2012 May 2.

Drinking, socioemotional functioning, and academic progress in secondary school

Robert Crosnoe  1 , Aprile D Benner, Barbara Schneider
Affiliations

Drinking, socioemotional functioning, and academic progress in secondary school

Robert Crosnoe et al. J Health Soc Behav. 2012.

Abstract

Secondary schools are sites of academic instruction but also contexts of socioemotional development, and the intertwining of these two functions has consequences for adolescents' future health and education. Drawing on nationally representative data from the National Longitudinal Study of Adolescent Health (n = 8,271), this study explored the bidirectional associations among indicators of adolescents' alcohol use and their feelings of social integration at school. Socioemotional problems did not predict increased drinking over time, but drinking predicted declining socioemotional functioning, with negative implications for adolescents' academic grades by the end of high school. These associations, however, were conditioned by aspects of school context, with drinkers feeling more marginalized in schools characterized by dense networks with low rates of drinking.

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Figures

Figure 1
Figure 1
Conceptual Model of Study
Figure 2
Figure 2
Associations between Adolescent Drinking and Socioemotional Functioning over Time Note: Dashed lines denote nonsignificant paths. All models controlled for adolescent gender, age, race-ethnicity, immigrant generational status, family structure, parent education, and Picture Vocabulary Test percentile as well as school sector, size, region, and urbanicity. Comparative Fit Index = .97; root mean square error of approximation = .04. *p < .05. **p < .01. ***p < .001.
Figure 3
Figure 3
Differences in the Association between Adolescent Drinking and Socioemotional Functioning, by the Combination of School-Wide Peer Network Density and Drinking Rates
See this image and copyright information in PMC

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