INTRODUCTION Greece was hit particularly hard by the latest economic recession. METHOD Using a quasi-experimental design, we examined whether and how psychosocial resources promoted and/or protected youth's school adjustment (academic achievement, school engagement, and conduct) and psychological well-being (absence of emotional symptoms) during the economic crisis. We focused on three family resources (family economic well-being, parental education, and school involvement) and one personal resource (self-efficacy). Data were collected with multiple methods and informants. We compared two cohorts of adolescents, closely matched through Inverse Probability of Treatment Weighting, who lived in the same neighborhoods, one before (2005; N = 1057; age M = 12.7 years) and the other during (2013; N = 1052; age M = 12.6 years) the economic recession. RESULTS Variable- and person-focused analyses revealed that in the context of the economic recession parental education and parental school involvement promoted and/or protected youth's school adjustment, and families' economic wellbeing was linked to both externalizing and internalizing symptoms. Another key finding is that youth who exhibited positive adaptation during the economic crisis were equally well adjusted as youth who were well adjusted before the economic crisis, even though they had fewer resources. Finally, youth with more adequate psychosocial resources were able to keep the same high level of adaptation during the crisis as well-adjusted youth had before the crisis. The findings were robust regarding variations in gender and immigrant status. CONCLUSION The results suggest that psychosocial resources are important in understanding the diversity in youth's school adjustment and well-being during a major economic crisis.

中文翻译：

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经济大衰退期间的复原力：青少年在学校环境中积极适应的社会和个人资源。

引言 希腊在最近的经济衰退中受到的打击尤为严重。方法 使用准实验设计，我们检查了经济危机期间心理社会资源是否以及如何促进和/或保护青少年的学校适应（学业成就、学校参与和行为）和心理健康（没有情绪症状）。我们专注于三种家庭资源（家庭经济福祉、父母教育和学校参与）和一种个人资源（自我效能）。使用多种方法和线人收集数据。我们比较了两组青少年，通过治疗加权的逆概率密切匹配，他们住在同一社区，一个之前（2005 年；N = 1057；年龄 M = 12.7 岁），另一个在（2013 年；N = 1052；年龄M = 12.6 年）经济衰退。结果 以变量和个人为中心的分析表明，在经济衰退的背景下，父母教育和父母学校参与促进和/或保护青少年的学校适应，家庭的经济福祉与外化和内化症状有关。另一个重要发现是，在经济危机期间表现出积极适应的青年与在经济危机之前适应​​良好的青年一样得到很好的调整，尽管他们的资源较少。最后，拥有更充足心理社会资源的青年能够在危机期间保持与危机前适应良好的青年相同的高适应水平。关于性别和移民身份的变化，研究结果是强有力的。