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Updated: Mar 3, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents
Published on: July 10, 2017
Developmental Outcomes of School Attachment Among Students of Mexican Origin
Laura Castro-Schilo1, Emilio Ferrer2, Maciel M Hernández3
1The University of North Carolina at Chapel Hill.
Abstract:
We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican-origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance-use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.
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