Acculturation, Social Integration and School Achievement among Low-ability Seventh Graders' School Achievement in Hong Kong
Acculturation, Social Integration and School Achievement among Low-ability Seventh Graders' School Achievement in Hong Kong
复制标题
香港低能力七年级学生的文化适应、社会融合和学业成就
DOI：
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发表时间：
2000
期刊：
影响因子：
--
通讯作者：
Suk
中科院分区：
文献类型：
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作者：
C. Cheung;Suk
关于文化适应对低能力学生学业成绩的影响，目前还没有足够的数据来检验。针对这一缺陷，本研究以香港一所低能力学校的170名七年级学生为被试，对他们的学业成绩进行了调查。对于这些学生来说，文化适应是一个重要的问题，因为他们中的许多人都是新移民。结果表明，自我评估的文化适应和同伴评估的社会融合对教师评估的各种形式的学校成绩，包括学业成绩、艺术成绩和品行成绩，表现出一致和显著的正向影响。研究还表明，文化适应可能有助于动机和学习努力，尽管它们对学业成绩没有明显的直接影响。这些结果支持了社会整合理论的解释。
ABSTRACT Data have not been adequately available for examining effects of acculturation on low-ability students' school achievement. In view of the shortcoming, the present study investigated school achievement based on 170 seventh graders in a low-ability school in Hong Kong. Acculturation is an important concern for these students because many of them are new immigrants. Results show that self-assessed acculturation and peer-assessed social integration displayed consistently and significantly positive effects on various forms of teacher-assessed school achievement, including academic, artistic, and conduct grades. They also reveal that acculturation might contribute to motivation and study effort although they did not exert appreciable direct effects on school achievement. These results espouse the explanation derived from social integration theory.
影响因子：
5.9
作者：
Donald Hedeker;Robert D. Gibbons;Brian R. Flay
通讯作者：
Donald Hedeker;Robert D. Gibbons;Brian R. Flay
影响因子：
7.6
作者：
ASPINWALL, LG;TAYLOR, SE
通讯作者：
TAYLOR, SE
影响因子：
5
作者：
UMBERSON, D
通讯作者：
UMBERSON, D