Data collection for Time 1
occurred in the Fall 2010, and was part of a larger on-going research project involving
500 students from grade 9 – 11. Time 2 data collection occurred during the Fall of 2011
and included 425 of those students, now in grades 10-12. Analyses included multiple
regression to examine both the overall contribution of stress on mental health outcomes
(life satisfaction, internalizing psychopathology, externalizing psychopathology) as well
as the unique contributions of various types of stress. Additional regression analyses explored whether social support from various sources acts as a buffer for students that
experience stress from later increases in psychopathology or declines in life satisfaction.
Results revealed that the combination of Time 1 mental health variables and all forms of
initial stress accounted for the most amount of variance (45%) in Time 2 internalizing
problems and the least amount of variance in Time 2 externalizing problems (13%). In all
cases, the largest predictor of Time 2 mental health was initial levels of mental health.
The only stressor that appeared as a unique predictor of Time 2 mental health was stress
in the student-teacher relationship, which accounted for a significant amount of variance
in Time 2 externalizing problems. Further regression analyses found that parent and peer
support were critical in predicting later mental health (i.e., exerted main effects). These
analyses identified trends in the data in which parent and teacher support acted as buffers
in the relationships between some forms of stress and later mental health. Implications for
school psychologists and future directions for research are discussed.
Data collection for Time 1
occurred in the Fall 2010, and was part of a larger on-going research project involving
500 students from grade 9 – 11. Time 2 data collection occurred during the Fall of 2011
and included 425 of those students, now in grades 10-12. Analyses included multiple
regression to examine both the overall contribution of stress on mental health outcomes
(life satisfaction, internalizing psychopathology, externalizing psychopathology) as well
as the unique contributions of various types of stress. Additional regression analyses explored whether social support from various sources acts as a buffer for students that
experience stress from later increases in psychopathology or declines in life satisfaction.
Results revealed that the combination of Time 1 mental health variables and all forms of
initial stress accounted for the most amount of variance (45%) in Time 2 internalizing
problems and the least amount of variance in Time 2 externalizing problems (13%). In all
cases, the largest predictor of Time 2 mental health was initial levels of mental health.
The only stressor that appeared as a unique predictor of Time 2 mental health was stress
in the student-teacher relationship, which accounted for a significant amount of variance
in Time 2 externalizing problems. Further regression analyses found that parent and peer
support were critical in predicting later mental health (i.e., exerted main effects). These
analyses identified trends in the data in which parent and teacher support acted as buffers
in the relationships between some forms of stress and later mental health. Implications for
school psychologists and future directions for research are discussed.
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