A Data-Based Model to Predict Postsecondary Educational Attainment of Low-Socioeconomic- Status Students

Autor/inn/en	Lee, Sang Min; Daniels, M. Harry; Puig, Ana; Newgent, Rebecca A.; Nam, Suk Kyung
Titel	A Data-Based Model to Predict Postsecondary Educational Attainment of Low-Socioeconomic- Status Students
Quelle	In: Professional School Counseling, 11 (2008) 5, S.306-316 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2409
Schlagwörter	Educational Development; Locus of Control; Student Behavior; Educational Attainment; Path Analysis; School Counselors; Models; Predictor Variables; Longitudinal Studies; Databases; Socioeconomic Status; High School Students; Mathematics Achievement; Scores; Higher Education; Postsecondary Education; Reading Achievement; Behavior Problems; Expectation + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Student behaviour; Schülerverhalten; Bildungsabschluss; Bildungsgut; Pfadanalyse; School counselor; Beratungslehrer; Pädagogischer Berater; Analogiemodell; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Datenbank; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Leseleistung; Expectancy; Erwartung
Abstract	The National Educational Longitudinal Study database was used to examine the educational development of students of low socioeconomic status (SES). A path analysis was conducted to determine the effects of student background, psychological, and behavioral variables on postsecondary educational attainment of low-SES students. The results show that high school math scores were the most powerful predictor of postsecondary educational attainment, followed by effects of academic expectations, locus of control, reading scores, problem behavior, and classroom behavior. Implications for school counselors are discussed. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	American School Counselor Association. 1101 King Street Suite 625, Alexandria, VA 22314. Tel: 703-683-2722; Fax: 703-683-1619; Web site: http://www.schoolcounselor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10