Testing a Model of Environmental Risk and Protective Factors to Predict Middle and High School Students' Academic Success

Autor/inn/en	Peters, S. Colby; Woolley, Michael E.
Titel	Testing a Model of Environmental Risk and Protective Factors to Predict Middle and High School Students' Academic Success
Quelle	In: Children & Schools, 37 (2015) 3, S.135-143 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdv014
Schlagwörter	Academic Achievement; Success; Risk; Risk Assessment; Scores; Predictive Validity; Predictive Measurement; Predictor Variables; Multiple Regression Analysis; Grades (Scholastic); Hypothesis Testing; Middle School Students; High School Students; Educational Environment + Suchen Sie Ihr Suchwort? Schulleistung; Erfolg; Risiko; Risikoabschätzung; Prädiktor; Notenspiegel; Hypothesenprüfung; Hypothesentest; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Data from the School Success Profile generated by 19,228 middle and high school students were organized into three broad categories of risk and protective factors--control, support, and challenge--to examine the relative and combined power of aggregate scale scores in each category so as to predict academic success. It was hypothesized that higher control and higher support scores might predict higher grades; support might contribute more variance in grades for students reporting adequate control than students reporting inadequate control; higher challenge scores might predict higher grades; and with adequate control, challenge would contribute more variance in grades for students with high support scores than for students with low support scores. Multiple regression analyses produced evidence supporting all these hypotheses. The article concludes with a discussion of practical implications of results and suggestions for further research. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01