Research has shown that students in Advanced Placement (AP) classes and International Baccalaureate (IB) programs experience higher levels of stress compared to students in general education classes. Elevated stress can serve as a risk factor for students’ academic and mental health problems. Given the documented stress of these students, additional investigations are needed to more fully understand how students experience these curricula and the factors associated with positive student outcomes. Thus, we set out to identify factors associated with success among AP/IB students, with an emphasis on exploring potentially malleable factors that could be targeted with existing or newly developed interventions. Data were collected via self-report measures and school records from 2,379 students (Grades 9-12) enrolled in AP or IB in 20 school programs in one state. We examined the relationships among 34 predictors (e.g., stressors, coping styles, student engagement, family factors, school factors, and demographic features) of success. Success was represented by five outcomes in two domains: mental health (life satisfaction, psychopathology, school burnout) and academic (GPA, AP/IB exam scores). Better outcomes in both domains were associated with higher levels of achievement motivation and cognitive engagement, as well as lower levels of parent–child conflict, stress from major life events, and use of avoidance coping strategies. Higher levels of affective engagement, use of approach coping, and authoritative parenting were robust predictors of positive mental health outcomes and unrelated (in multivariate analyses) to academic outcomes. Findings have implications for subsequent development of intervention efforts targeting factors associated with student success.

中文翻译：

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高中生在大学预修课程和国际文凭课程中取得成功的预测因素

研究表明，与普通教育课程的学生相比，进阶先修 (AP) 课程和国际文凭 (IB) 课程的学生承受的压力更大。压力升高可能是学生出现学业和心理健康问题的危险因素。鉴于这些学生的记录压力，需要进行额外的调查，以更全面地了解学生如何体验这些课程以及与积极学生成果相关的因素。因此，我们着手确定与 AP/IB 学生成功相关的因素，重点是探索现有或新开发的干预措施可以针对的潜在可塑性因素。数据是通过自我报告措施和学校记录收集的，来自 2, 379 名学生（9-12 年级）在一个州的 20 个学校课程中注册了 AP 或 IB。我们检查了 34 个成功预测因素（例如，压力源、应对方式、学生参与度、家庭因素、学校因素和人口统计学特征）之间的关系。成功由两个领域的五个结果代表：心理健康（生活满意度、精神病理学、学业倦怠）和学业（GPA、AP/IB 考试成绩）。这两个领域的更好结果与更高水平的成就动机和认知参与相关，以及更低水平的亲子冲突、重大生活事件的压力以及回避应对策略的使用。更高水平的情感参与，使用方法应对，权威的养育方式是积极心理健康结果的有力预测因素，与学业成绩无关（在多变量分析中）。研究结果对针对与学生成功相关的因素的干预工作的后续发展产生影响。