A Psychoecological Model of Academic Performance among Hispanic Adolescents

Autor/inn/en	Chun, Heejung; Dickson, Ginger
Titel	A Psychoecological Model of Academic Performance among Hispanic Adolescents
Quelle	In: Journal of Youth and Adolescence, 40 (2011) 12, S.1581-1594 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9640-z
Schlagwörter	Self Efficacy; Psychologists; Ethnic Groups; Parent Participation; Academic Achievement; Systems Approach; Adolescents; Parent School Relationship; Foreign Countries; Hispanic American Students; Racial Differences; Teacher Effectiveness; Grade 7; Models; Teachers; Mexico; United States + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Psychologist; Psychologe; Psychologin; Ethnie; Elternmitwirkung; Schulleistung; Systemischer Ansatz; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rassenunterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; Analogiemodell; Lehrer; Lehrerin; Lehrende; Mexiko; USA
Abstract	Although the number of students who complete high school continues to rise, dramatic differences in school success remain across racial/ethnic groups. The current study addressed Hispanic adolescents' academic performance by investigating the relationships of parental involvement, culturally responsive teaching, sense of school belonging, and academic self-efficacy and academic performance. Participants were 478 (51.5% female) Hispanic 7th graders in the US-Mexico borderlands. Based on Bronfenbrenner's ecological systems theory, a structural model was tested. Results showed that the proposed model was supported by demonstrating significant indirect effects of parental involvement, culturally responsive teaching, and sense of school belonging on academic performance. Furthermore, academic self-efficacy was found to mediate the relationships between parental involvement, culturally responsive teaching, and sense of school belonging and academic performance. The current study provides a useful psychoecological model to inform educators and psychologists who seek to meet the needs of Hispanic students. (Contains 3 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10