Effect of school belonging trajectories in grades 6-8 on achievement: Gender and ethnic differences.
J Sch Psychol
; 53(6): 493-507, 2015 Dec.
Article
en En
| MEDLINE
| ID: mdl-26563601
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.
Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Instituciones Académicas
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Logro
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Medio Social
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Estudiantes
Tipo de estudio:
Observational_studies
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Prognostic_studies
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Risk_factors_studies
Aspecto:
Determinantes_sociais_saude
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Equity_inequality
Límite:
Adolescent
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Child
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Humans
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Male
Idioma:
En
Revista:
J Sch Psychol
Año:
2015
Tipo del documento:
Article
Pais de publicación:
Estados Unidos