Exploring School- and Home-Related Protective Factors for Economically Disadvantaged Middle School Students

Autor/in	Okilwa, Nathern S. A.
Titel	Exploring School- and Home-Related Protective Factors for Economically Disadvantaged Middle School Students
Quelle	In: Journal of At-Risk Issues, 19 (2016) 1, S.34-46 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-1608
Schlagwörter	Middle School Students; Economically Disadvantaged; Predictor Variables; Parent Participation; Student School Relationship; Academic Achievement; Educational Experience; Poverty; Early Adolescents; Children; Longitudinal Studies; Surveys; Adolescent Development; At Risk Students; Academic Failure; Socioeconomic Status; Gender Differences; Race; Ethnicity; Correlation; Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Prädiktor; Elternmitwirkung; Schüler-Lehrer-Beziehung; Schulleistung; Bildungserfahrung; Armut; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Korrelation; Statistische Analyse
Abstract	This study explored the experiences of middle school students, particularly focusing on the academic achievement of economically disadvantaged students. For low SES middle school students, the known cumulative effects of poverty coupled with school transition and early adolescence development heighten the potential risks for school failure. By utilizing the nationally representative Early Childhood Longitudinal Study-Kindergarten (ECLS-K) 1998/99 longitudinal data, this study explored parent involvement and school belonging as potential protective factors. The findings for this study showed that when parent involvement and school belonging were considered together, parent involvement emerged not to be significant while school belonging consistently emerged as a significant predictor of achievement. However, while school belonging emerged as a significant predictor, prior achievement was the single strongly significant factor explaining achievement. (As Provided).
Anmerkungen	National Dropout Prevention Center/Network. Clemson University, 209 Martin Street, Clemson, SC 29631. Tel: 864-56-599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org/ndpcdefault.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01