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.
Details
Title
- Ethnic identity as a moderator of the association between school connectedness and academic achievement among Mexican-origin youth
Contributors
- Collins, Mary Ann (Author)
- Santos, Carlos (Thesis advisor)
- Kinnier, Richard (Committee member)
- Kurpius, Sharon (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: M.C., Arizona State University, 2014
- bibliographyIncludes bibliographical references (p. 35-43)
- Field of study: Counseling
Citation and reuse
Statement of Responsibility
by Mary Ann Collins