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Educational background, high school stress, and academic success

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  • Morazes, Jennifer Lynne

Abstract

This research considers whether students without college-educated parents encounter more stressful life events, and if this exposure influences high school academic success, college matriculation and college degree attainment. Analyses were performed on 7989 students between 1988 and 2000 from NELS:88/2000. Findings suggest that students without college-educated parents encounter more stressful life events. This difference did not account for group differences in outcomes. However, exposure to certain stressors affects high school success over the entire sample. These stressors tend to be beyond student control. In addition, total life events in high school relates to students' ability to finish a college degree over the entire sample. This research extends current knowledge by considering stress' impact on student growth, academic trajectory and retention.

Suggested Citation

  • Morazes, Jennifer Lynne, 2016. "Educational background, high school stress, and academic success," Children and Youth Services Review, Elsevier, vol. 69(C), pages 201-209.
    • Handle: RePEc:eee:cysrev:v:69:y:2016:i:c:p:201-209
    DOI: 10.1016/j.childyouth.2016.08.008
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    References listed on IDEAS

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    1. Terry T. Ishitani, 2006. "Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States," The Journal of Higher Education, Taylor & Francis Journals, vol. 77(5), pages 861-885, September.
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