Long-term academic and psychosocial adjustment of Bosnian youth and their caregivers: A mixed-method study.

摘要

Using Bronfenbrenner's psychosocial developmental model as a framework, a mixed-methods approach (qualitative and quantitative) was used in this study. The aim of the study was to explore post-wax factors that contribute to effective parenting relationships between Bosnian caregivers and their adolescent children in the aftermath of a protracted devastating war, as they relate to the academic achievement of the adolescent children. A sample of 63 students (ages 16-19, 51% female) were selected by school counselors/headteachers based on their academic and behavioral performance in school. Two academic groups were formed; high academic achievers (upper 25% of their grade), and low academic achievers (lower 25% of their grade). All students participated in focus group discussions and completed quantitative questionnaires. Similarly, one caregiver of each student (56% female) participated in separate focus groups and also completed questionnaires. A total of 16 focus groups were conducted in fall 2003. Quantitative results indicated support for the effects of specific parenting behaviors on adolescent psychosocial functioning. However, despite few variations in adolescent responses to questions, comparable war experiences and similar current stressful life circumstances made it hard to assess the impact of the war on and thus differentiate between the two academic groups. Although thematic analyses of the focus group responses indicated comparable responses for the two academic groups on a variety of topics, qualitative results provided greater understanding of the risk and protective factors for adolescent academic achievement. Specifically, with regard to academic performance in school, high academic achievers reported being primarily motivated by internal factors (e.g., the will to succeed), while low academic achievers were motivated by external factors (e.g., to graduate from high school).