The Achievement/Adjustment Paradox: Understanding Psychological Adjustment of High-Achieving Chinese American High School Students

Research on Asian American children presents an interesting paradox: while they tend to do well academically, they tend to adjust poorly psychologically.

To understand this potential paradox and to promote Asian American adolescents’ psychological wellbeing, the investigators will examine the psychological adjustment of high-achieving Chinese American students. They will collect survey data on approximately 200 students in a highly competitive New York school, conduct face-to-face interviews with 20 key informants, their parents, and selected teachers, and do ethnographic observations at the school. Both quantitative (e.g., multiple regression analysis) and qualitative (e.g., building conceptually clustered matrices) will be used in data analysis.