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153064 https://hdl.handle.net/2286/R.I.26833 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2014 2016-12-01T03:34:55 vi, 49 p. : ill Masters Thesis Academic theses Text eng Collins, Mary Ann Santos, Carlos Kinnier, Richard Kurpius, Sharon Arizona State University Partial requirement for: M.C., Arizona State University, 2014 Includes bibliographical references (p. 35-43) Field of study: Counseling 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. Educational Psychology Mexican Americans--Ethnic identity. Mexican American youth--Education--United States. Mexican American youth Belonging (Social psychology)--United States. Belonging (Social psychology) Academic achievement--United States. Ethnic identity as a moderator of the association between school connectedness and academic achievement among Mexican-origin youth