Native Language Background and Academic Achievement: Is Socioemotional Well-Being a Mediator?

Autor/inn/en	Niehaus, Kate; Adelson, Jill L.; Sejuit, Aubrey; Zheng, Jiali
Titel	Native Language Background and Academic Achievement: Is Socioemotional Well-Being a Mediator?
Quelle	In: Applied Developmental Science, 21 (2017) 4, S.251-265 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adelson, Jill L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1203790
Schlagwörter	Native Language; Academic Achievement; Well Being; Children; Longitudinal Studies; Surveys; Spanish Speaking; Questionnaires; Self Concept Measures; Structural Equation Models; Comparative Analysis; English (Second Language); Second Language Learning; Grade 5; Grade 3; English Language Learners; Social Development; Emotional Development; Maximum Likelihood Statistics; Regression (Statistics); Statistical Analysis; Early Childhood Longitudinal Survey; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schulleistung; Well-being; Wellness; Wohlbefinden; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 05; 5. Schuljahr; Schuljahr 05; School year 03; 3. Schuljahr; Schuljahr 03; Soziale Entwicklung; Gefühlsbildung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This study examined the extent to which socioemotional well-being mediated the relationship between language status and achievement, while exploring variability in this relationship based on informant (student versus teacher reports of socioemotional problems) and native language background (Spanish-speaking English language learners [ELLs] versus ELLs from Asian-language backgrounds). Participants included 9,046 fifth-grade students from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998. Results from structural equation modeling showed that Spanish-speaking ELLs reported more social-emotional problems as compared to English-monolingual (EM) and Asian-language ELL classmates in third grade, which partially explained their lower achievement levels in fifth grade. The model accounted for approximately 34% of the variance in students' academic achievement in fifth grade (R[superscript 2] = 0.343, p < 0.001). When comparing ELL and EM students, results differed when using teachers' versus students' reports of socioemotional well-being. For both Spanish-speaking and Asian-language ELLs, teachers perceived fewer social and emotional difficulties than the students themselves reported in comparison to their EM classmates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01