College students are exposed to stress accumulating from daily challenges, personal relationships, financial struggles, and academic pressure. Stressors can challenge an individual to perform better or serve as a hindrance to academic achievement, depending on the individual’s perception of stressors and capacity to overcome them (Lepine et al., 2004). Optimal levels of stress are beneficial to managing responsibilities in a timely manner, while unmanageable levels of stress can negatively impact motivation and achievement. Higher levels of negatively perceived stress could have measurable consequences on academic outcomes, including lower motivation and lower achievement. This study focuses on examining the prospective relationship between levels of college stress and the academic outcomes, accounting for individual differences in vulnerability to stress. Specifically, I examined whether the associations between stress (T2) and academic outcomes (T3) were moderated by earlier (T1) levels of economic hardship and effortful control as risk and resilience factors, respectively. I predicted that higher levels of college stress would be associated with lower academic motivation and performance. I expected that higher effortful control would show a stronger association between higher academic motivation and achievement with lower college stress levels. I also predicted that higher levels of familial economic hardship would exacerbate the influence of college stress on lower academic motivation and achievement. This study utilized data collected from survey measures administered to students during the transition from high school to college. Results demonstrated a significant negative association between increased college stress and higher academic outcomes. A lack of significant interactions propose that economic hardship does not have negative effects on academic outcomes. The findings of this study will help universities to support students experiencing detrimental levels of stress to improve later academic outcomes.

The neighborhood context is an important predicator of developmental outcomes, as it is where children spend much of their time. Especially when it comes to urban, low-income areas, high neighbor danger and crime have been considered a developmental risk. Research has documented the links between neighborhood environments and academic achievement, but less is known regarding the holistic view that considers contexts in conjunction with the neighborhood, despite these being important levels of influence. Thus, this study examined: 1) the direct associations between parent report of neighborhood danger and objectively measured neighborhood crime and academic achievement (e.g., Woodcock-Johnson IV), 2) family level stress as a potential mediator in these links, and 3) the teacher-child relationship as a potential moderator of these associations. Participants were from the ethnically and socioeconomically diverse Arizona Twin Project study (N=707 twin children, Mage = 8.44 years; SD = 0.69; 28.0% Hispanic/Latino, 57.7% Non-Hispanic White, 3.4% Asian American, 3.8% African American, 2.6% Native American, and 2.8% multiethnic or other; 53.5% middle to upper class, 15.6% lower middle class, 21.6% living near the poverty line, and 7.4% living in poverty as calculated by an income to needs ratio). There were no direct effects between subjective neighborhood danger and indicators of academic achievement, but there was a positive association between objective crime and scores on applied problems (an indicator of math achievement). Family- level stress was a significant mediator of perceptions of neighborhood danger and scores on passage comprehension (an indicator of reading achievement) but did not play a mediating role in the relation between objective crime and academic achievement. Specifically, higher levels of danger and crime were associated with greater levels of family stress, and lower levels of academic achievement scores. The teacher-child relationship was not a moderator in the relation between neighborhood danger/crime and academic achievement. Study findings provide additional evidence regarding the differences in subjectively versus objectively obtained data on the neighborhood environment and can inform future intervention (e.g., in the home and at schools) that support student’s academic achievement by addressing multiple levels of contextual influence.