Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students from Intact Families

Autor/inn/en	Plunkett, Scott W.; Henry, Carolyn S.; Houltberg, Benjamin J.; Sands, Tovah; Abarca-Mortensen, Sandra
Titel	Academic Support by Significant Others and Educational Resilience in Mexican-Origin Ninth Grade Students from Intact Families
Quelle	In: Journal of Early Adolescence, 28 (2008) 3, S.333-355 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431608314660
Schlagwörter	Grade Point Average; Academic Achievement; Student Motivation; Adolescents; Grade 9; Mexican Americans; Student Attitudes; Family Role; Predictor Variables; Friendship; Personality; Multivariate Analysis; Correlation; Parent Child Relationship; At Risk Persons + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 09; 9. Schuljahr; Schuljahr 09; Hispanoamerikaner; Schülerverhalten; Prädiktor; Freundschaft; Personalität; Multivariate Analyse; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Risikogruppe
Abstract	This study used dominance analysis to examine the relative importance of ninth grade, Mexican-origin adolescents' perceptions of academic support from significant others (i.e., mothers, fathers, teachers, and friends) in relation to aspects of academic success. Self-report and school record data were collected from 216 Mexican-origin adolescents living in intact families. The results revealed that teachers' academic support was the most salient predictor of academic satisfaction and grade point average for both female and male students. Academic support from the opposite-sex parent explained the most variation in academic motivation. Academic support from friends was least important in explaining academic outcomes. Implications for schools and educators are presented. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10