Behavioral Academic Avoidance as an Indirect Partial Mediator of the Association Between Chronic Family Stress and University Grades.

BACKGROUND: American university students who self-report higher levels of family stress have lower grade point averages and are less likely to remain enrolled through graduation. Existing research seeking to identify mechanisms that might explain this association has focused primarily on students' psychological adjustment (eg, levels of depression, anxiety, self-efficacy). In this study, we sought to explicate the family stress - academic grade association by focusing on a behavioral explanation, considering the extent to which students respond to academic difficulties by demonstrating avoidance behaviors specific to their academic experiences.

METHODS: Undergraduate students (N = 597) completed self-report surveys during Fall 2021: a measure of chronic family stress at the start of the semester, a measure of behavioral academic avoidance mid-semester. Students provided consent for researchers to access their official grade point averages (GPAs) from the university. Model fit and mediation were tested using structural equation modeling with bias-corrected bootstrapping.

RESULTS: An indirect-only mediation effect was present whereby higher levels of chronic family stress at the start of the academic semester predicted higher levels of behavioral academic avoidance midterm which then predicted lower cumulative GPA.

CONCLUSION: Students who experience higher levels of family stress may struggle to engage in the behaviors that support their academic success: attending class, completing assignments, and maintaining communication with instructors. Effective support of student success in the postsecondary environment requires not only encouraging these behaviors but also helping students to successfully manage the stress they experience within their family environments.