A Prospective Study of Mexican American Adolescents' Academic Success: Considering Family and Individual Factors

Autor/inn/en	Roosa, Mark W.; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umana-Taylor, Adriana
Titel	A Prospective Study of Mexican American Adolescents' Academic Success: Considering Family and Individual Factors
Quelle	In: Journal of Youth and Adolescence, 41 (2012) 3, S.307-319 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-011-9707-x
Schlagwörter	Human Capital; Role Models; Age; Mexican Americans; Academic Achievement; Family Role; Adolescents; Family Structure; Grade 7; Grade 5; Grade 6; At Risk Students; Academic Failure; Behavior Problems; Symptoms (Individual Disorders); Intervention; Individual Characteristics; Junior High School Students; Gender Differences + Suchen Sie Ihr Suchwort? Humankapital; Identifikationsfigur; Alter; Lebensalter; Hispanoamerikaner; Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Familienkonstellation; Familiensystem; School year 07; 7. Schuljahr; Schuljahr 07; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Psychiatrische Symptomatik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geschlechterkonflikt
Abstract	Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10