Military adolescents' experiences of change and discontinuity: Associations with psychosocial factors and school success

Abstract

AbstractObjectiveDrawing from the contextual model of family stress, social support and depressive symptoms were examined as two psychosocial factors that may link experiences of change and discontinuity common to military families to military adolescents' school success (i.e., academic achievement, school engagement, and homework commitment).BackgroundMany military adolescents experience frequent changes that create discontinuity (e.g., parental deployments, relocations) and can impact their school success. Research has not examined psychosocial factors as a possible mechanism explaining the link between family change and discontinuity and adolescents' school success.MethodA path model based on 821 military adolescents' responses examined how experiences of family discontinuity were associated with adolescents' psychosocial factors and, in turn, their school success after accounting for grade level, sex, and racial/ethnic minority status. Indirect effects between family discontinuity and school success were also evaluated.ResultsFor adolescents attending public school off the military installation, parental deployment was significantly associated with less social support, and recent relocation was significantly associated with elevated depressive symptoms. Both psychosocial factors were associated with adolescents' academic achievement, school engagement, and homework commitment.ImplicationsPrevention and intervention efforts directed at enhancing both social support and positive mental health are discussed at various systemic levels including families, schools, and communities.