Measuring Social Support and School Belonging in Black/African American and White Children
Bibliographic Data
| ID | 12385342 |
|---|---|
| Authors | Kate M Wegmann (School of Social Work, University of Illinois at Urbana-Champaign, Urbana, IL, USA, corresponding author) |
| Year | 2015 |
| Volume | 27 |
| Issue | 5 |
| Pages | 582-593 |
| Publication date | 2015-05-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Research on Social Work Practice (JOURNAL) |
| Journal identifiers | ISSN: 1049-7315 • E-ISSN: 1552-7581 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1049731515584065 |
| OpenAlex | W2465219534 |
| Language | EN |
| Citations received | 1 |
| References cited | 48 |
Objective: To determine the suitability of the Elementary School Success Profile for Children (ESSP-C) for assessment and comparison of social support and school belonging between Black/African American and White students. Methods: Multiple-group confirmatory factor analysis and invariance testing were conducted to determine the ESSP-C’s validity for use with Black/African American and White students. Latent mean comparisons were performed to determine statistically significant differences in school belonging and social support between racial/ethnic groups. Results: The ESSP-C demonstrated partial measurement invariance at a level (93% invariant) that supports the validity of the measure for Black/African American and White students. Black/African American students reported a significantly higher mean level of school belonging compared to White students. Conclusion: The ESSP-C can be used to make valid assessments and comparisons of social support and school belonging between Black/African American and White students, which may be useful in guiding school social work practice and intervention
African american · Confirmatory factor analysis · Developmental psychology · Ethnic group · Measurement invariance · Sociology · Statistics · Structural equation modeling · White (mutation · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Mathematics · Psychology · Social Psychology
Exploratory and confirmatory factor analysis
Structural Equation Modeling with Mplus
Structural Equation Modeling
Testing Measurement Invariance and Comparing Latent Factor Means Within a Confirmatory Factor Analysis Framework
Teacher-student support, effortful engagement, and achievement
Caring school communities
The relationship between perceived social support and maladjustment for students at risk
The Relationship of School Belonging and Friends' Values to Academic Motivation Among Urban Adolescent Students
The psychological sense of school membership among adolescents
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Students' Need for Belonging in the School Community
Sense of relatedness as a factor in children's academic engagement and performance.
Social support as a buffer in the relationship between socioeconomic status and academic performance.
School Belonging and the African American Adolescent
Meta-Analysis of the Relationships Between Social Support and Well-Being in Children and Adolescents
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cutoff criteria for fit indexes in covariance structure analysis
Structural Equations with Latent Variables
The Development and Evaluation of Procedures to Assess Child Self-Report Item Validity Educational and Psychological Measurement
Cognitive Testing and the Validity of Child-Report Data from the Elementary School Success Profile
Child-Report Data and Assessment of the Social Environment in Schools
Testing for Factorial Invariance in the Context of Construct Validation
Identity and Academic Success among Underrepresented Ethnic Minorities
Identification with School
Returning to social support systems
Classroom Peer Relationships and Behavioral Engagement in Elementary School
Measuring Collective Efficacy Among Children in Community‐based Afterschool Programs
Creating classrooms that students experience as communities
Social Relationships and Health
Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood
Testing for the equivalence of factor covariance and mean structures
Stereotype threat and the intellectual test performance of African Americans
Principles and Practice of Structural Equation Modeling
A threat in the air
The need to belong
Adult Perceptions of Neighborhood
Love, discipline and elementary school achievement
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |