Ecological Influences on School Achievement in a Diverse Youth Sample: The Mediating Role of Substance Use

Abstract

This study's purpose was to examine the extent to which closeness to family, peers, and school was associated with substance use and school achievement, based on the integrative model of ecological theory, social attachment theory, and social learning theory. A secondary data analysis was conducted on the first wave of the National Longitudinal Study of Adolescent Health (Add Health). The final sample yielded 3,147 boys and 3,356 girls.

A structural equation model was employed to test a hypothesized model. School closeness was found to be a primary ecological factor that significantly influenced school achievement while substance use emerged as a critical mediator of this relationship. Family closeness was negatively associated with school achievement. Also, substance use did not have a mediating function in the relationship between peer closeness and school achievement. No gender difference was found, except the relationship between family closeness and school achievement, in that family closeness had a significant, direct effect on school achievement among only boys but not girls.

The findings suggest that schools should strengthen adolescents' tie to school to promote their better academic success and to prevent them from substance use.

KEYWORDS:

• Substance use
• family closeness
• peer closeness
• school closeness
• school achievement

Notes

*Reversed score.

**p < .01.