کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
363451 620696 2015 15 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Effect of school belonging trajectories in grades 6–8 on achievement: Gender and ethnic differences
ترجمه فارسی عنوان
اثر مدرسه متعلق مدار در کلاس 6-8 بر پیشرفت: جنسیت و تفاوت های قومی
کلمات کلیدی
مدرسه متعلق؛ مدرسه؛ پیشرفت تحصیلی؛ دانش آموزان لاتین؛ مدل های رشد طولی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی

This study investigated the association between trajectories of school belonging across grades 6–8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of School Psychology - Volume 53, Issue 6, December 2015, Pages 493–507
نویسندگان
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