The current study examined whether characteristics of adolescents (i.e., externalizing problems) and their environments (i.e., social support, adverse childhood experiences) relate to academic goal setting, appraisals, and outcomes. Adolescents (n = 99; 87% Black/African American) 13–16 years old completed baseline interviews, and 80% also completed follow‐up interviews. Adolescents with more externalizing problems set fewer academic goals, and youth with social networks characterized by greater support (and less strain) appraised their academic goals as more supported and achievable. Adolescents’ appraisals of their academic goals, but not how many academic goals they had, predicted grades at follow‐up. Increasing social support (and reducing social strain) may foster adolescents’ positive appraisals of their academic goals, which may promote academic achievement.

中文翻译：

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青少年自我产生的学业目标和评价的社会心理相关性和后果

目前的研究检查了青少年的特征（即外化问题）及其环境（即社会支持、不良童年经历）是否与学业目标设定、评估和结果相关。青少年 ( n = 99; 87% 的黑人/非裔美国人）13-16 岁完成了基线访谈，80% 还完成了后续访谈。有更多外在化问题的青少年设定的学业目标较少，而拥有更多支持（和更少压力）的社交网络的青少年则认为他们的学业目标得到更多支持和可实现。青少年对其学业目标的评估，而不是他们有多少学业目标，预测了后续的成绩。增加社会支持（并减少社会压力）可能会促进青少年对其学业目标的积极评价，这可能会促进学业成就。