Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes
Bibliographic Data
| ID | 9788307 |
|---|---|
| Authors | Aprile D Benner (0000-0001-8062-4718, The University of Texas at Austin, corresponding author), Sandra Graham (0000-0003-3526-7277, University of California, Los Angeles), Rashmita S Mistry (0000-0003-2106-1227, University of California, Los Angeles) |
| Year | 2008 |
| Volume | 44 |
| Issue | 3 |
| Pages | 840-854 |
| Publication date | 2008-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.44.3.840 |
| PMID | 18473648 |
| OpenAlex | W2004812250 |
| Language | EN |
| Citations received | 68 |
| References cited | 46 |
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance
Academic achievement · Developmental psychology · Ethnic group · Ethnically diverse · Longitudinal study · Perception · Structural equation modeling · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology
Emerging Perspectives on Disability Studies
Parental Support, Peer Support and School Connectedness as Foundations for Student Engagement and Academic Achievement in Australian Youth
Motivation, Familial Influences on
Understanding and measuring student engagement in school
How all students can belong and achieve
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
What Schools Need to Know About Fostering School Belonging
Human Development in Societal Context
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement
School Climate
Staying Engaged
Trajectories of teacher-student warmth and conflict at the transition to middle school
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement
Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework
Interracial and Intraracial Contact, School-Level Diversity, and Change in Racial Identity Status Among African American Adolescents
The Diversity Paradox
Exploring Chinese university students’ foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes
Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings
Collaborating with Families for Innovative School Mental Health
A search for the determinants of students’ educational expectations for higher education in four European cities
Interplay of internal and external factors
Understanding Disability
Identifying the helpfulness of school climate
Enhancing school belonging for Indigenous students in Papua, Indonesia
Students’ Occupational Aspirations
School and Neighborhood Contexts, Perceptions of Racial Discrimination, and Psychological Well-being Among African American Adolescents
Emotional and Behavioral Problems Among Adolescent Students
School context influences the ethnic identity development of immigrant children in middle childhood
Experiences of discrimination among Chinese American adolescents and the consequences for socioemotional and academic development
Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School
Examining the impact of a Diversity Dinner Dialogue led by school counselors on student and faculty multicultural attitudes
Child Well-Being, Family Functioning, and Contextual Strain
I Wasn’t Expecting It”
Academic social support and student expectations
Southern Discomfort
Latino Adolescents' Participation in Extracurricular Activities
It hurts to give up on a child who has already been given up’
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education
Voices from the Field
Influencia del Profesorado en las Actitudes hacia la Inmigración de los Alumnos. Evidencias desde Pisa 2018
Trends and transitions from secondary school
U.S. Mexican-origin adolescents’ bicultural competence and mental health in context
Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth
Moderating Effects of School Ethnic Composition of Acculturative Stress and Academic Outcomes in Latinx Youth
Classroom social environment and positive emotions in Chinese EFL learning
Early Adolescent Perceptions of Neighborhood
Transactional Relationships Between Latinos’ Friendship Quality and Academic Achievement During the Transition to Middle School
Immigrant Students’ Homework
Longitudinal links among parent-child attachment, emotion parenting, and problem behaviors of preadolescents
Predictors of numeracy performance in national testing programs
Exposure to Violence and Socioemotional Adjustment in Low‐Income Youth
The ecology of achievement among students diverse in ethnicity and ability
Classroom Quality and Adolescent Student Engagement and Performance in Mathematics
Evaluation of a Whole-School Change Intervention
Latino Adolescents’ Loneliness, Academic Performance, and the Buffering Nature of Friendships
Hukou-based Discrimination and Migrant Adolescents’ Adaptation
Too Much of a Good Thing? How Breadth of Extracurricular Participation Relates to School-Related Affect and Academic Outcomes During Adolescence
Friends in Activities, School-related Affect, and Academic Outcomes in Diverse Middle Schools
It Must Be Me”
Does Diversity Matter? School Racial Composition and Academic Achievement of Students in a Diverse Sample
Neighborhood and school ethnic structuring and cultural adaptations among Mexican-origin adolescents
Shifting attendance trajectories from middle to high school
School Engagement as a Mediator of Academic Performance Among Urban Youth
The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning
College Acceleration for All? Mapping Racial Gaps in Advanced Placement and Dual Enrollment Participation
The ethnic composition of schools and students’ problem behaviour in four European countries
The Impact of Racial Discrimination and School Composition on Latinx Adolescents' Social Status Insecurity and Aggression
There Is No Perfect School
Savage inequalities
The nurture assumption
Life course dynamics
Applied Longitudinal Data Analysis
Using Hierarchical Linear Modeling to Study Social Contexts
Ethnic Diversity and Perceptions of Safety in Urban Middle Schools
Some Ways in Which Neighborhoods, Nuclear Families, Friendship Groups, and Schools Jointly Affect Changes in Early Adolescent Development
Path Analysis
School Social Climate and Individual Differences in Vulnerability to Psychopathology among Middle School Students
Family involvement in school and low-income children's literacy
An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children
Promoting interpersonal competence and educational success through extracurricular activity participation.
Parental Involvement and Students' Academic Achievement
A comparison of methods to test mediation and other intervening variable effects.
Measurement of Diversity
Mediation in experimental and nonexperimental studies
Structural Equations with Latent Variables
Ecology of the family as a context for human development
Applying the Bollen-Stine Bootstrap for Goodness-of-Fit Measures to Structural Equation Models with Missing Data
Parental Involvement in Children's Education
Examining School Connectedness as a Mediator of School Climate Effects
Academic Functioning and Mental Health in Adolescence
Connection and Regulation at Home and in School
The Relative Importance of Home and School in the Development of Literacy Skills for Middle-Grade Students
Family and School Socialization and Adolescent Academic Achievement
A longitudinal study of school adjustment in urban, minority adolescents
Development and validation of the school interracial climate scale
Direct and Indirect Effects
Social-Demographic, School, Neighborhood, and Parenting Influences on the Academic Achievement of Latino Young Adolescents
The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition
Beyond the Individual
Relations between neighborhood factors, parenting behaviors, peer deviance, and delinquency among serious juvenile offenders
A Parental Bonding Instrument
Perceived school environments, perceived discrimination, and school performance among children of Mexican immigrants
Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models
The moderator-mediator variable distinction in social psychological research
Why Do Parents Become Involved? Research Findings and Implications
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
The neighborhoods they live in
How High School Organization Influences the Equitable Distribution of Learning in Mathematics and Science
Family/School Inequality and African-American/Hispanic Achievement
Capital at Home and at School
Measures of Dependence for Cross-Lagged Panel Models
The Engagement in Schooling of Economically Disadvantaged Parents and Children
Building Social Capital in Vulnerable Families
Social Capital and the Interplay of Families and Schools
| Unique citing works | 68 |
|---|---|
| Citations per year | 3,78 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 67 |