Given the Latino adolescents’ heightened risk of externalizing behaviors and academic disparities experienced by Latino adolescents, this study unifies the mental health and educational perspectives to better understand factors that impact the externalizing behavior among them. Eco-developmental theory was used to conceptualize the link between parenting factors, academic factors, and externalizing behavior. Structural equation modeling was used to analyze the effects of parental support, parental monitoring knowledge, and the adolescent–teacher relationship on externalizing behavior through academic achievement (mediator), in a pool of 508 Latino adolescents from the West Texas area. Findings show that maternal support, the adolescent–teacher relationship, and academic achievement to be negatively related to externalizing behavior. In addition, maternal support and the adolescent–teacher relationship were positively associated with academic achievement. Finally, the results demonstrated academic achievement as a mediating factor in the inverse relationship between adolescent–teacher relationship and externalizing behaviors. Implications are further discussed.

中文翻译：

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家长和老师通过学业成绩对拉丁裔/a 青少年外化行为的影响：结合心理健康和教育视角

鉴于拉丁裔青少年外化行为的风险增加以及拉丁裔青少年经历的学业差异，本研究统一了心理健康和教育观点，以更好地了解影响他们外化行为的因素。生态发展理论被用来概念化养育因素、学业因素和外化行为之间的联系。结构方程模型用于分析来自西德克萨斯地区的 508 名拉丁裔青少年的父母支持、父母监督知识以及青少年-教师关系对通过学业成就（中介）外化行为的影响。研究结果表明，母亲的支持、青少年与教师的关系和学业成绩与外化行为呈负相关。此外，母亲的支持和青少年与教师的关系与学业成绩呈正相关。最后，结果表明学业成绩是青少年-教师关系与外化行为之间反向关系的中介因素。进一步讨论了影响。