The academic resilience of Mexican American high school students

被引:117
作者
Gonzalez, R
Padilla, AM
机构
[1] Stanford University, School of Education, Stanford
关键词
D O I
10.1177/07399863970193004
中图分类号
B84 [心理学];
学科分类号
04 [教育学]; 0402 [心理学];
摘要
This study sought to identify factors that contribute to the academic resilience and achievement among Mexican American high school students. High- and low-achieving students were selected from a database that included 2,169 Mexican American students in three California high schools. Resilient students (N = 133) reported receiving mostly A grades in high school, whereas nonresilient students (N = 81) reported mostly grades of D or below. Variables were formed from items on a questionnaire that all students had previously completed items selected for analysis included role of family, teachers, and peers toward school; the school environment and belonging; and the importance of culture and family. Regression analysis on student grade point average (GPA) revealed that a sense of belonging to school nas the only significant predictor of academic resilience. An ANOVA revealed that teacher feedback was greater among resilient males in comparison to nonresilient males.
引用
收藏
页码:301 / 317
页数:17
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