Two salient domains of acculturative stress, bicultural stress and English competency pressures, were examined as predictors of academic well-being, including grades, educational expectations, and academic identity over a one-year period using a heterogeneous sample of 329 Latinx youth (M_Time1age = 13.67, SD = 0.57; 51% boys). The buffering effects of coping and school belonging were tested along with an exploration of the moderating roles of adolescent gender and nativity. Higher levels of bicultural stress were associated with lower levels of academic well-being over time for girls, whereas English competency pressures had nuanced relations to changes in academic well-being over time that were qualified by gender and nativity. Active coping was a protective factor in links between bicultural stressors and GPA; but, its effect on relations between English competency pressures and academic well-being was more nuanced, only present for foreign-born youth. School belonging did not emerge as a significant protective factor for Latinx youth.

使用329名拉丁裔青年的异质样本（M _Time1age） ，考察了两个显着领域的适应压力，双文化压力和英语能力压力，作为一年内学术幸福感的预测因素，包括年级，教育期望和学历，=  13.67，标清 = 0.57; 51％的男孩）。测试了应对和学校归属的缓冲作用，并探讨了青少年性别和诞生的调节作用。随着时间的流逝，较高的双文化压力与较低的学业水平相关联，而英语能力压力与随年龄变化的学业变化细微的关系，性别和出生条件可以证明这种变化。积极应对是双文化压力源和GPA之间联系的保护因素。但是，它对英语能力压力与学业幸福感之间关系的影响更加细微，仅在外国出生的年轻人中才出现。学校归属并没有成为拉丁裔青年的重要保护因素。