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

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.