Predictors of academic achievement and school attachment among hispanic adolescents

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

The purpose of this study is to investigate the factors that predict academic achievement and school attachment among Hispanic seventh- and eighth-grade adolescents and to determine whether the associations between these factors are similar for Hispanic and white adolescents.The sample consisted of 170 adolescents. Results for Hispanic adolescents indicate that association with pro-academic peers and more supportive parent relationships are associated with higher grade point average (GPA) and greater attachment to school. Attachment to school also predicts adolescent GPA, with greater attachment associated with higher GPA. Analyses of ethnic differences reveal that similar associations are found for Hispanic and white adolescents. Furthermore, ethnicity does not moderate the associations that family background, linguistic acculturation, school factors, and peer characteristics have with adolescent achievement and attachment to school. Results from this study add to the increasing body of research that suggests that predictors of positive adjustment in adolescence may be similar for all adolescents, regardless of ethnicity.

Original languageEnglish (US)
Pages (from-to)197-209
Number of pages13
JournalChildren and Schools
Volume30
Issue number4
StatePublished - Oct 2008

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Hispanic Americans
academic achievement
adolescent
school
ethnicity
Social Adjustment
Acculturation
acculturation
Linguistics
adolescence
parents
linguistics
Research

Keywords

  • Academic achievement
  • Acculturation
  • Hispanic adolescents
  • School attachment

ASJC Scopus subject areas

  • Health(social science)
  • Education

Cite this

Predictors of academic achievement and school attachment among hispanic adolescents. / Lecroy, Craig; Krysik, Judy.

In: Children and Schools, Vol. 30, No. 4, 10.2008, p. 197-209.

Research output: Contribution to journalArticle

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