Discerning Direct and Mediated Effects of Ecological Structures and Processes on Adolescents' Educational Outcomes

Autor/inn/en	Benner, Aprile D.; Graham, Sandra; Mistry, Rashmita S.
Titel	Discerning Direct and Mediated Effects of Ecological Structures and Processes on Adolescents' Educational Outcomes
Quelle	In: Developmental Psychology, 44 (2008) 3, S.840-854 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/0012-1649.44.3.840
Schlagwörter	Educational Objectives; Outcomes of Education; Adolescents; Longitudinal Studies; Family Environment; Young Children; Parent Child Relationship; Student Adjustment; Academic Achievement; Grade 9; Family Structure; Educational Environment; Grades (Scholastic); Models; Intervention + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Familienmilieu; Frühe Kindheit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Familienkonstellation; Familiensystem; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Notenspiegel; Analogiemodell
Abstract	This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. (Contains 5 tables, 2 figures, and 3 footnotes.) (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10