Social-Normative Expectations Mediates School Climate's Association with Academic Achievement in Latino Middle School Students

Autor/inn/en	Bell, Perry J.; White, Gwyne W.; Hatchimonji, Danielle R.; Stepney, Cesalie T.; Linsky, Arielle V.; Vaid, Esha; Elias, Maurice J.
Titel	Social-Normative Expectations Mediates School Climate's Association with Academic Achievement in Latino Middle School Students
Quelle	In: Education and Urban Society, 51 (2019) 3, S.374-394 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517719972
Schlagwörter	Middle School Students; Hispanic American Students; Educational Environment; Language Arts; Low Income; Urban Schools; Academic Achievement; Grade 7; Grade 8; Student Attitudes; Predictor Variables; Peer Relationship; Correlation; Grades (Scholastic); Behavior Standards; Social Behavior; Student School Relationship + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachkultur; Niedriglohn; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Prädiktor; Peer-Beziehungen; Korrelation; Notenspiegel; Social behaviour; Soziales Verhalten; Schüler-Lehrer-Beziehung
Abstract	Many Latino students miss opportunities to develop their full potential in U.S. schools. Increasing attention is being paid to the malleable, nonacademic, factors that can affect student learning. The current study sought to evaluate the impact of school climate on Language Arts grade for Latino students in a large, low-income, urban middle school. In addition, the novel construct of Social-Normative Expectations, student perceptions of school-wide norms about achievement expectations for their peers, was explored in relation to school climate and academic achievement. The study sample reflected 513 Latino students, Grades 7 and 8. A mediation model found that approximately 30% of the variance in final Language Arts grades was accounted for by the predictors, including control variables (R2 = 0.299). A distinctive mediation effect was also found, whereby the impact of school climate was associated with an approximately 0.6 points lower final grade mediated through the indirect pathway of Social-Normative Expectations (b = -0.064, SE = 0.019, 95% confidence interval [CI] = [-0.104, -0.028]). Implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01