Ethnic Pride, Self-Esteem, and School Belonging: A Reciprocal Analysis over Time

Autor/inn/en	Hernández, Maciel M.; Robins, Richard W.; Widaman, Keith F.; Conger, Rand D.
Titel	Ethnic Pride, Self-Esteem, and School Belonging: A Reciprocal Analysis over Time
Quelle	In: Developmental Psychology, 53 (2017) 12, S.2384-2396 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000434
Schlagwörter	Student School Relationship; Ethnicity; Self Esteem; Well Being; Mexican Americans; Longitudinal Studies; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Correlation; Gender Differences; Structural Equation Models; Hypothesis Testing; Questionnaires; Self Concept Measures; Family Income; Statistical Analysis; California; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Schüler-Lehrer-Beziehung; Ethnizität; Self-esteem; Selbstaufmerksamkeit; Well-being; Wellness; Wohlbefinden; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Geschlechterkonflikt; Hypothesenprüfung; Hypothesentest; Fragebogen; Familieneinkommen; Statistische Analyse; Kalifornien
Abstract	School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs--self-esteem and ethnic pride--using data from a longitudinal study of Mexican-origin students followed from fifth to ninth grade (N = 674, M[subscript age] at Wave 1 = 10.4 years, 50% girls). Furthermore, we evaluated whether the associations were stronger for boys than girls. Using multiple group analysis in a structural equation modeling framework, results indicate that, among boys, ethnic pride was prospectively associated with increases in self-esteem, self-esteem was associated with increases in school belonging, and the direct association between ethnic pride and school belonging was bidirectional. For girls, ethnic pride was prospectively associated with later school belonging. Discussion focuses on the gender differences in observed effects and implications for school programs and interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01