The role of school peer relations, stressful life events and supportive resources in predicting young African-American males' adjustment

This study examined the predictive value of school peer relations, stressful life events, and supportive resources on five measures of adjustment for seventy-five African- American males between the ages of 9 and 12. A series of multiple regression analyses were used. In each regression analysis the potential effects of socioeconomic status (SES) and estimates of IQ were controlled by entering these variables first. Then, seven predictor variables (peer nominations measures of social acceptance, aggression, and submission; interpersonal supportive resources; internal supportive resources; and community supportive resources), and six interactions (social acceptance interacting with each of the three support measures; and stressful life events interacting with each of the three support measures) were entered. A forward selection procedure was used for each regression analysis