This study examines adjustment patterns among a group neglected in developmental science-Asian American students in high-achieving schools. National reports have declared such schools to connote risk for elevated problems among teens. Asian American students are commonly referred to as model minorities, but little is known about adjustment issues within academically competitive settings, specifically. Guided by past research on culturally salient issues, multiple U.S. high schools were examined to (a) determine areas of relative strength versus weakness in adjustment of Asian Americans compared with Whites, and (b) more importantly, to illuminate salient within-group processes related to Asian Americans' well-being. Risk modifiers examined were perceptions of ethnic discrimination, parent perfectionism, internalized achievement pressure, authenticity in self-presentation, and closeness to school adults. Outcome variables included depression, anxiety, and isolation at school. Results demonstrated that Asian Americans fared better than Whites on anxiety and school isolation, but with low effect sizes. By contrast, they fared more poorly on almost all risk modifiers, with a large effect size on discrimination. Regression results showed that among Asian Americans the most consistent associations, across cohorts and outcomes, were for discrimination and authenticity. Findings underscore the need for greater recognition that discrimination could be inimical for students not typically thought of as vulnerable-Asian Americans in high-achieving schools; these issues are especially pressing in light of increased racism following coronavirus disease 2019 (COVID-19). Results also suggest that feelings of inauthenticity could be a marker of generalized vulnerability to internalizing symptoms. Implications for future theory and interventions are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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亚裔美国青年的风险和适应力：自我介绍中歧视和低真实性的后果。

本研究调查了一个在发展科学中被忽视的群体——在成绩优异的学校中的亚裔美国学生的调整模式。国家报告已宣布此类学校意味着青少年问题增加的风险。亚裔美国学生通常被称为模范少数民族，但对学术竞争环境中的适应问题知之甚少，特别是。在过去对文化突出问题的研究的指导下，对多所美国高中进行了调查，以 (a) 确定与白人相比，亚裔美国人在适应方面的相对优势和劣势，以及 (b) 更重要的是，阐明与亚裔美国人的福祉。所检查的风险调节因素是种族歧视的看法、父母完美主义、内化的成就压力、自我介绍的真实性，以及与学校成年人的亲密关系。结果变量包括抑郁、焦虑和学校孤立。结果表明，亚裔美国人在焦虑和学校隔离方面的表现优于白人，但影响程度较低。相比之下，他们在几乎所有风险调节因素上的表现都更差，对歧视的影响很大。回归结果显示，在亚裔美国人中，跨队列和结果最一致的关联是歧视和真实性。调查结果强调需要更多地认识到歧视可能对在成绩优异的学校中通常不被认为是弱势亚裔美国人的学生有害；鉴于 2019 年冠状病毒病 (COVID-19) 后种族主义加剧，这些问题尤为紧迫。结果还表明，不真实感可能是对内化症状普遍脆弱的标志。讨论了对未来理论和干预措施的影响。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。