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School Belonging, Generational Status, and Socioeconomic Effects on Mexican-Origin Children's Later Academic Competence and Expectations.
Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D.
Afiliação
  • Hernández MM; Maciel M. Hernández, Department of Psychology, Arizona State University; Richard W. Robins, Department of Psychology, University of California, Davis; Keith F. Widaman, Graduate School of Education, University of California, Riverside; Rand D. Conger, Department of Psychology, Department of Human Ec
  • Robins RW; Maciel M. Hernández, Department of Psychology, Arizona State University; Richard W. Robins, Department of Psychology, University of California, Davis; Keith F. Widaman, Graduate School of Education, University of California, Riverside; Rand D. Conger, Department of Psychology, Department of Human Ec
  • Widaman KF; Maciel M. Hernández, Department of Psychology, Arizona State University; Richard W. Robins, Department of Psychology, University of California, Davis; Keith F. Widaman, Graduate School of Education, University of California, Riverside; Rand D. Conger, Department of Psychology, Department of Human Ec
  • Conger RD; Maciel M. Hernández, Department of Psychology, Arizona State University; Richard W. Robins, Department of Psychology, University of California, Davis; Keith F. Widaman, Graduate School of Education, University of California, Riverside; Rand D. Conger, Department of Psychology, Department of Human Ec
J Res Adolesc ; 26(2): 241-256, 2016 Jun.
Article em En | MEDLINE | ID: mdl-27231419
This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth grade students (50% boys; Mage = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a Structural Equation Modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies Aspecto: Determinantes_sociais_saude País/Região como assunto: Mexico Idioma: En Revista: J Res Adolesc Ano de publicação: 2016 Tipo de documento: Article País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Prognostic_studies Aspecto: Determinantes_sociais_saude País/Região como assunto: Mexico Idioma: En Revista: J Res Adolesc Ano de publicação: 2016 Tipo de documento: Article País de publicação: Estados Unidos