English Language Learners, Self-Efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth

Autor/inn/en	Soland, James; Sandilos, Lia E.
Titel	English Language Learners, Self-Efficacy, and the Achievement Gap: Understanding the Relationship between Academic and Social-Emotional Growth
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 1, S.20-44 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1787171
Schlagwörter	English Language Learners; Self Efficacy; Achievement Gap; English (Second Language); Second Language Learning; Middle School Students; Mathematics Achievement; Reading Achievement; Social Emotional Learning; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Kalifornien
Abstract	Due in part to the challenges associated with learning a new language, English language learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like self-efficacy, yet this relationship has rarely been examined for ELLs. In this study, multivariate models that jointly estimate growth in achievement and self-efficacy during middle school are used to see how underlying developmental processes relate for ELLs. Results indicate that self-efficacy tends to decline for all students despite growth in math and reading, and that achievement and self-efficacy are much lower for ELLs. Further, there is evidence that slower growth in math and reading for ELLs is associated with their low self-efficacy at the beginning of middle school (self-efficacy mediates the association between ELL status and achievement growth). Implications for closing achievement gaps between ELLs and non-ELLs are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01