Literaturnachweis - Detailanzeige
| Autor/in | Benner, Aprile D. |
|---|---|
| Titel | Exit Examinations, Peer Academic Climate, and Adolescents' Developmental Outcomes |
| Quelle | In: Journal of School Psychology, 51 (2013) 1, S.67-80 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4405 |
| DOI | 10.1016/j.jsp.2012.09.001 |
| Schlagwörter | Academic Achievement; Grade Point Average; Exit Examinations; Well Being; Minority Group Students; Race; Depression (Psychology); Grade 10; High School Students; Learner Engagement; Correlation; At Risk Students; Symptoms (Individual Disorders); Adolescent Development |
| Abstract | Implications of high school exit examination performance were examined with a sample of 672 racial/ethnic minority students. Exit examination failure in the 10th grade was negatively linked to subsequent grade point average, school engagement, and school belonging one year later, controlling for outcomes prior to taking the examination. Academically incongruent students-those who failed the exit examination but were in schools where their same-race/ethnicity peers were performing well academically-seemed to be at particular risk for struggling grades and poorer socioemotional well-being (e.g., experiencing greater depressive symptoms and loneliness). Findings contribute to the limited research base on exit examinations and highlight the links between exit examination performance and developmental outcomes beyond the oft-studied academic domain. (Contains 3 tables and 2 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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