Academic Achievement among a Sample of Youth in Foster Care: The Role of School Connectedness

Autor/inn/en	Somers, Cheryl L.; Goutman, Rachel L.; Day, Angelique; Enright, Oliva; Crosby, Shantel; Taussig, Heather
Titel	Academic Achievement among a Sample of Youth in Foster Care: The Role of School Connectedness
Quelle	In: Psychology in the Schools, 57 (2020) 12, S.1845-1863 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Somers, Cheryl L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22433
Schlagwörter	Academic Achievement; Foster Care; Outcomes of Education; Student School Relationship; Student Placement; Grades (Scholastic); Discipline; Referral; Elementary School Students + Suchen Sie Ihr Suchwort? Schulleistung; Pflegehilfe; Lernleistung; Schulerfolg; Schüler-Lehrer-Beziehung; Schülerpraktikum; Notenspiegel; Disziplin
Abstract	Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9-11 years of age; males=52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01