School Belonging, Generational Status, and Socioeconomic Effects on Mexican-Origin Children's Later Academic Competence and Expectations

被引：26

作者：

Hernandez, Maciel M. ^{[1
]}

Robins, Richard W. ^{[2
]}

Widaman, Keith F. ^{[3
]}

Conger, Rand D. ^{[2
]}

机构：

[1] Arizona State Univ, Tempe, AZ 85287 USA

[2] Univ Calif Davis, Davis, CA 95616 USA

[3] Univ Calif Riverside, Riverside, CA 92521 USA

来源：

JOURNAL OF RESEARCH ON ADOLESCENCE | 2016年 / 26卷 / 02期

关键词：

LATINO YOUTH; ADOLESCENTS; MIDDLE; ACHIEVEMENT; FAMILY; MOTIVATION; ACCULTURATION; TRAJECTORIES; PERCEPTIONS; EXPERIENCES;

D O I：

10.1111/jora.12188

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth-grade students (50% boys; M-age = 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.

引用

页码：241 / 256

页数：16

共 52 条

[31] Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators [J].