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Ethnic Identity as a Moderator of the Association Between School Connectedness and Academic Achievement Among Mexican-Origin Youth

Abstract The current study investigates the relationship between school connectedness and academic achievement and whether this relationship is moderated by ethnic identity. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Multiple linear regression was used to analyze whether school connectedness is predictive of academic achievement, measured as standardized test scores, and whether ethnic identity moderates the association in this sample of Mexican-origin youth. Findings revealed that after controlling for age, lunch status, generational status, and gender, school connectedness was a positive predictor of standardized test scores in reading and math. Results also indicated that ethnic private ... (more)
Created Date 2014
Contributor Collins, Mary Ann (Author) / Santos, Carlos (Advisor) / Kinnier, Richard (Committee member) / Kurpius, Sharon (Committee member) / Arizona State University (Publisher)
Subject Educational psychology
Type Masters Thesis
Extent 56 pages
Language English
Reuse Permissions All Rights Reserved
Note Masters Thesis Counseling 2014
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis