The Mediating Effects of Aspiration, Self-Confidence, Interest in Schooling, and Peer Influence on the Relationship between Teen Girls' Behavior and Academic Performance

Autor/inn/en	Ngware, Moses W.; Mahuro, Gerald M.; Hungi, Njora; Abuya, Benta A.; Nyariro, Milka P.; Mutisya, Maurice
Titel	The Mediating Effects of Aspiration, Self-Confidence, Interest in Schooling, and Peer Influence on the Relationship between Teen Girls' Behavior and Academic Performance
Quelle	In: Urban Education, 56 (2021) 10, S.1719-1747 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918772632
Schlagwörter	Academic Aspiration; Self Efficacy; Adolescents; Females; Risk; Correlation; Academic Achievement; Elementary School Students; Student Interests; Antisocial Behavior; Disadvantaged Youth; Foreign Countries; Developing Nations; Urban Areas; Poverty Areas; Kenya (Nairobi) + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Risiko; Korrelation; Schulleistung; Studieninteresse; Benachteiligter Jugendlicher; Ausland; Developing country; Developing countries; Entwicklungsland; Urban area; Stadtregion
Abstract	Indulgence in risky behavior is a reason for low academic performance. We hypothesized that four constructs including academic aspiration, self-confidence, interest in schooling, and peer influence mediate the relationship between risky behavior and academic performance. Data are from 1256 school-going girls in urban slums who came from the lowest 40% of poor households. Results show that indulgence in risky behavior leads to low aspiration, low self-confidence, and low interest in schooling. The constructs mediate between risky behavior and academic performance even after accounting for covariates. The results imply that education practitioners can focus on soft-skills to enhance academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01