The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents

Sánchez, Bernadette; Colón, Yarí; Esparza, Patricia

doi:10.1007/s10964-005-8950-4

Cited by 264 publications

(189 citation statements)

References 23 publications

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“…These findings are different from those of Freudenthaler et al (2008), who found that school-related intrinsic motivation was more important to school achievement for boys than for girls. However, the findings from the present study are consistent with those of Ruban and McCoach (2005);Sánchez, Colón, and Esparza (2005); and Steinmayr and Spinath (2008). They did not find differences in the predictability of school performance and the relative importance of predictors across the two genders.…”

Section: Findings Relative To Previous Studiessupporting

confidence: 87%

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

248

173

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This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.peer-reviewe

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Section: Findings Relative To Previous Studiessupporting

confidence: 87%

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

248

173

View full text Add to dashboard Cite

show abstract

“…Attitudinal familism has also been associated with a greater sense of school belonging ( Stein, Gonzalez, Cupito, Kiang, & Supple, 2013), and a strong sense of school belonging has been predictive of higher grade point average (GPA) among Latino students ( Sánchez, Colón, & Esparza, 2005). Attitudinal familism may help adolescents develop psychosocial competencies allowing them to successfully create feelings of connectedness and solidarity in the school setting ( Knight & Carlo, 2012).…”

Section: Psychosocial and Academic Outcomesmentioning

confidence: 99%

Familism through a developmental lens.

Stein¹,

Cupito²,

Smith³

et al. 2014

Journal of Latina/o Psychology

179

272

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Abstract:This article reviews an emerging literature examining the effects of familism across childhood and adolescence. Familism has been described as a Latino cultural value that emphasizes obligation, filial piety, family support and obedience, and its effects have been documented as primarily protective across childhood and adolescence. This review seeks to organize and critique existing research using a developmental science framework. Key tenets of this perspective that are highlighted in the review are close consideration of how familism develops within an individual across time, manifests itself at different points in development, and impacts child, adolescent, and family functioning. Forty-four articles were examined and categorized with results showing that the protective influence of familism is most evident during the period of adolescence. Consideration of expressions of familism and the impact of familism on outcomes during earlier and later periods of development is offered as a recommendation for deriving a more complete understanding of the function of familism in Latino families.

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“…A positive relationship has also been observed between school attachment/sense of belonging to school and academic motivation (Goodenow, 1993;Hagborg, 1998;Neel & Fuligni, 2013;Sánchez, Colón, & Esparza, 2005). As regards the family, Kuperminc et al (2008) demonstrated that parental involvement may contribute to a child's sense of school belonging, suggesting that parents may also influence students' attachment to school.…”

mentioning

confidence: 98%

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Elmelid

Stickley

Lindblad

et al. 2015

Journal of Adolescence

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The aim of this longitudinal study was to examine how depressive and anxiety symptoms affect academic motivation in children, and whether school and family factors could impact academic motivation in spite of the presence of such symptoms. Included in our study were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. A survey was constructed from

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The Role of Sense of School Belonging and Gender in the Academic Adjustment of Latino Adolescents

Cited by 264 publications

References 23 publications

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Familism through a developmental lens.

Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

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