A Psychoecological Model of Academic Performance Among Hispanic Adolescents |
| |
Authors: | Heejung Chun Ginger Dickson |
| |
Institution: | (1) Department of Counseling and Educational Psychology, MSC 3CEP, New Mexico State University, PO Box 30001, Las Cruces, NM 88003, 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. |
| |
Keywords: | |
本文献已被 PubMed SpringerLink 等数据库收录! |
|