Literaturnachweis - Detailanzeige
Autor/inn/en | Gillen-O'Neel, Cari; Fuligni, Andrew |
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Titel | A Longitudinal Study of School Belonging and Academic Motivation across High School |
Quelle | In: Child Development, 84 (2013) 2, S.678-692 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/j.1467-8624.2012.01862.x |
Schlagwörter | Longitudinal Studies; Academic Achievement; Student School Relationship; Gender Differences; Student Motivation; Correlation; Learner Engagement; High School Students; White Students; Asian American Students; Hispanic American Students; Values; Statistical Analysis; Questionnaires; Hierarchical Linear Modeling; California Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Schulische Motivation; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Wertbegriff; Statistische Analyse; Fragebogen; Kalifornien |
Abstract | This longitudinal study examined how school belonging changes over the years of high school, and how it is associated with academic achievement and motivation. Students from Latin American, Asian, and European backgrounds participated ("N" = 572; age span = 13.94-19.15 years). In ninth grade, girls' school belonging was higher than boys'. Over the course of high school, however, girls' school belonging declined, whereas boys' remained stable. Within-person longitudinal analyses indicated that years in which students had higher school belonging were also years in which they felt that school was more enjoyable and more useful, above and beyond their actual level of achievement. Results highlight the importance of belonging for maintaining students' academic engagement during the teenage years. (Contains 4 tables and 1 figure.) (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |