Full metadata
Title
Ethnic identity as a moderator of the association between school connectedness and academic achievement among Mexican-origin youth
Description
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. Findings revealed that after controlling for age, lunch status, generational status, and gender, school connectedness was a positive predictor of standardized test scores in reading and math. Results also indicated that ethnic private regard moderated the association between school connectedness and standardized test scores in reading. These findings underscore the importance of possessing a positive ethnic identity for Mexican-origin youth in predicting academic outcomes.
Date Created
2014
Contributors
- Collins, Mary Ann (Author)
- Santos, Carlos (Thesis advisor)
- Kinnier, Richard (Committee member)
- Kurpius, Sharon (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
vi, 49 p. : ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.26833
Statement of Responsibility
by Mary Ann Collins
Description Source
Viewed on June 10, 2015
Level of coding
full
Note
Partial requirement for: M.C., Arizona State University, 2014
Note type
thesis
Includes bibliographical references (p. 35-43)
Note type
bibliography
Field of study: Counseling
System Created
- 2014-12-01 07:02:00
System Modified
- 2021-08-30 01:32:19
- 2 years 7 months ago
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