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Gepubliceerd in: Journal of Youth and Adolescence 12/2011

01-12-2011 | Empirical Research

A Psychoecological Model of Academic Performance Among Hispanic Adolescents

Auteurs: Heejung Chun, Ginger Dickson

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 12/2011

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Abstract

Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents’ academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner’s ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological model to inform educators and psychologists who seek to meet the needs of Hispanic students.
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Metagegevens
Titel
A Psychoecological Model of Academic Performance Among Hispanic Adolescents
Auteurs
Heejung Chun
Ginger Dickson
Publicatiedatum
01-12-2011
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 12/2011
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-011-9640-z

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