The Impact of Stress on Later Literacy Achievement via Grit and Engagement among Dual Language Elementary School Students

Autor/in	O'Neal, Colleen R.
Titel	The Impact of Stress on Later Literacy Achievement via Grit and Engagement among Dual Language Elementary School Students
Quelle	In: School Psychology International, 39 (2018) 2, S.138-155 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Neal, Colleen R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034317752519
Schlagwörter	Stress Variables; Literacy; Longitudinal Studies; Elementary School Students; Grade 3; Grade 4; Grade 5; Low Income; Bilingualism; Hispanic American Students; English (Second Language); Second Language Learning; Student Attitudes; Academic Achievement; Task Analysis; Personality Traits; Academic Persistence; Reading Tests; Resilience (Psychology); Measures (Individuals); Correlation; Statistical Analysis; Spanish; Factor Analysis + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Niedriglohn; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Schulleistung; Aufgabenanalyse; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lesetest; Messdaten; Korrelation; Statistische Analyse; Spanisch; Faktorenanalyse
Abstract	The goal of this short-term longitudinal study was to identify how stress impacts later literacy achievement via the mediators of grit and emotional engagement. Study design included three time-points with students in 3rd through 5th grades who were low-income, dual language learners in the US (N = 142; 54% female; 75% Latina/o; M = 9.47 years old). The measures were Time 1 student-reported perceived stress, Time 2 teacher-reported student grit and emotional engagement, and a Time 3 student literacy achievement performance task. Stress had a negative impact on later literacy achievement via the mediator of engagement, but not via the mediator of grit. Implications of how stress and socioemotional processes impact achievement among dual language learners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01