Abstract
This study used Hayes Process Macro for SPSS version 29 to conduct a parallel mediation regression analysis examining the direct and indirect influence of adolescent perceptions of discrimination on academic outcomes and socio-emotional adjustment through teacher and peer relationships in a sample of Mexican-origin adolescents (N=674, M_age=14.27), when controlling for acculturation, English, family income, and gender. The results of our study indicate that perceptions of discrimination significantly and negatively predicted the quality of relationships with teachers (β=-0.343, p<0.009), and peers (β=-0.208, p<0.004). Teacher- child relationships, however, did not significantly predict academic performance. Interestingly, acculturation had a negative and significant relationship with all study variables, indicating that as acculturation increased, the quality of teacher and peer relationships, academic outcomes, and socio-emotional adjustment decreased, suggesting possible individual-, cultural-, school, or community-level protective factors. Perceptions of discrimination both directly (c'=-0.277,p<0.00) and indirectly affected socio-emotional adjustment through teacher relationships (a_1 b_1=-0.025, c=-.31), and peer relationships (a_2 b_2=-0.034). Our model explained 15% of variation in socioemotional adjustment and 5% variation in academic outcomes for Mexican-origin adolescents.
Author Information
Carrie Badillo, Texas Tech University, United States
Paper Information
Conference: IICE2023
Stream: Mind
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Badillo C. (2023) Effects of Perceived Discrimination on Mexican-Origin Adolescent Outcomes: A Parallel Mediation Analysis ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.72
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.72
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