The current study investigates the relationship between school connectedness and academic achievement and whether this relationship is moderated by ethnic identity. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Multiple linear regression was used to analyze whether school connectedness is predictive of academic achievement, measured as standardized test scores, and whether ethnic identity moderates the association in this sample of Mexican-origin youth.
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- Partial requirement for: M.C., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 35-43)Note typebibliography
- Field of study: Counseling