Acculturation, social support and academic achievement of Mexican and Mexican American high school students: An exploratory study

Abstract

Concerns about the high dropout rate among Mexican American high school students has led researchers and educators to determine which variables affect academic success. The study investigated two factors associated with academic achievement: acculturation and social support. The sample consisted of 60 ninth-grade students of Mexican decent in a southwestern school district. Results indicated that students identified as highly integrated and strongly Anglo-oriented bicultural tended to have higher academic achievement. In addition, the sample as a whole perceived social support from all four sources. Although no generational effects were identified, females tended to have higher GPAs, and perceive more social support, while the males, interestingly, were slightly more acculturated.

Acculturation, Acculturative Stress, Religiosity and Psychological Adjustment among Muslim Arab American Adolescents

“…First, the results of the study found that acculturation and acculturative stress significantly predicted psychological problems. These results align with the previous research showing an association between acculturation, acculturative stress, and psychological problems across a variety of ethnic minority and/or immigrant groups (Lopez, Ehly, & Garcia-Vazquez, 2002) as well as with Arab American adolescents (Ahmed et al, 2011). Immigrant or ethnic minority groups who maintain their cultural traditions and values may experience fewer psychological problems because they are able to identify with, and feel a part of, their ethnic community (Greene, Way, & Pahl, 2006).…”

Parents Support, Teachers Support, and Intelligence as Predictors of Mathematics Learning Achievement in Class XI of Yogyakarta Senior High Schools

“…The results of this study also indicate that teacher support was positively correlated with mathematics achievement. This is consistent with previous findings that Lee, et al (1999);Lopez, et al (2002);Chen (2005);Fezer (2008);and Sakiz, Pape, and Hoy, 2011, which states that the support of teachers correlated with mathematics achievement.…”

“…Mathematics learning achievement is not because of the support of the teacher. The study by Lee, et al (1999) ;Lopez, Ehly, and Garcia-Vazquez (2002);and Chen (2005) revealed that teacher support positively correlated to the achievement of learning Mathematics. Based on the above, social support from parents and teachers are the external factors that can affect students' learning achievement in Mathematics.…”

Evaluation of the relationship between social level perceived as the predictor of academic achievement and solitude in nursing students<p>Hemşirelik öğrencilerinde akademik başarının yordayıcısı olarak algılanan sosyal düzeyi ile yalnızlık arasındaki ilişkinin incelenmesi

“…Elde edilen bu bulgular, hemşirelik öğrencilerinin akademik başarısını birinci sırada eğitimci desteği, ikinci sırada aile desteği, üçüncü sırada ise yalnızlık değişkeninin anlamlı olarak yordadığını göstermiştir (Tablo 4). Literatürde genç yaştaki adolesanlarla yapılan birçok çalışmada da akademik başarı ile aile ve eğitimci desteği arasında anlamlı ilişkiler bulunmuştur (Yıldırım, 2000;Kızıldağ ve Yıldırım, 2009;Yıldırım ve Ergene, 2003;Kapıkıran ve Özgüngör, 2009;Fanve Chen, 2001;Lopez et al, 2002). Çalışmamızın sonucu bu araştırma sonuçları ile tutarlılık göstermektedir.…”

“…Literatürde yapılan son yıllardaki çalışma sonuçları, öğrencilerde akademik başarıyı etkileyen en önemli faktörlerin çevreden algılanan sosyal destek ve yalnızlık düzeyi olduğunu göstermektedir (Özkahraman ve ark., 2010;Yıldırım, 2000:173;Ratella et al, 2005;Yıldırım ve Ergene, 2003;Chen, 2005;Benner, 2011;Ginter ve ark., 1996). Bunun yanında ebeveynlerden algılanan sosyal destek, yüksek akademik başarı (Ratella et al, 2005;Unger et al,2000) ile ilişkilendirilirken, eğitimci desteği ve arkadaş desteğinin de (Chen, 2005;Wentzel, 1998) akademik başarıyı etkilediğini, bu durumun da öğrencilerin okula devam etmelerinde ve okula uyum sağlamalarında önemli rol oynadığı vurgulanmaktadır (Lopez et al, 2002).…”