School Engagement as a Mediator of Academic Performance among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support

Autor/inn/en	Perry, Justin C.; Liu, Xiongyi; Pabian, Yvona
Titel	School Engagement as a Mediator of Academic Performance among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support
Quelle	In: Counseling Psychologist, 38 (2010) 2, S.269-295 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0011-0000
DOI	10.1177/0011000009349272
Schlagwörter	Career Planning; Structural Equation Models; Academic Achievement; Urban Youth; Learner Engagement; Educational Psychology; Social Justice; Career Development; Social Support Groups; Questionnaires; Secondary School Students; Educational Indicators; Mediation Theory; Role Perception + Suchen Sie Ihr Suchwort? Karriereplanung; Schulleistung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Erziehungspsychologie; Pädagogische Psychologie; Soziale Gerechtigkeit; Berufsentwicklung; Social support; Soziale Unterstützung; Fragebogen; Sekundarschüler; Educational indicato; Bildungsindikator; Mediationsverfahren; Role conception; Rollenverständnis
Abstract	Drawing from the contributions of vocational psychology, this study examined school engagement as a mediator of academic performance through the effects of career preparation (career planning, career decision-making self-efficacy), parental career support, and teacher support among diverse urban youth in middle school and high school (N = 285). Based on structural equation modeling, all structural paths of the proposed hypothetical model were significant. The effects of teacher support and parental career support on school engagement were mediated by career preparation; in turn, the effect of career preparation on grades was mediated by school engagement. Teacher support also had a direct effect on school engagement.The middle school students had significantly higher grades than the high school students, but there were no significant grade-level differences in terms of school engagement, career preparation, parental career support, or teacher support.The limitations of the study and its implications for research, practice, and public policy are discussed. (Contains 4 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10