School engagement among Latino youth in an urban middle school context - Valuing the role of social support
School engagement among Latino youth in an urban middle school context - Valuing the role of social support
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DOI：
10.1177/0013124505275534
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发表时间：
2005-05-01
影响因子：
1.2
通讯作者：
Peterson, NA
中科院分区：
文献类型：
--
作者：
Garcia-Reid, P;Reid, RJ;Peterson, NA
居住在城市社区的许多拉丁裔青年的教育往往因为害怕在他们居住和上学的地方发生犯罪和暴力而受到阻碍。为了解决这些问题，本研究测试了一个预测学校参与的路径模型，该模型包括社区和学校环境变量（例如，社区青年行为，社区安全和学校安全）和社会支持变量（例如，教师支持，朋友支持，父母支持和邻居支持）。来自美国东北部一所城市中学的226名拉丁裔青年参与了这项研究。我们发现假设模型与样本数据吻合，并显示了教师支持、朋友支持和家长支持对学校参与的直接影响。此外，社区青少年行为和社区安全通过其对社会支持变量的影响间接影响学校参与。讨论了以学校为基础的干预措施的影响。
The education of many Latino youth residing in urban communities is often hindered by fear of crime and violence occurring in places where they live and attend school. Addressing these concerns, this study tested a path model predicting school engagement that included neighborhood and school environment variables (e.g., neighborhood youth behavior, neighborhood safety, and school safety) and social support variables (e.g., teacher support, friend support, parent support, and neighbor support). A total of 226 Latino youth from an urban middle school in the northeastern United States participated in the study. The hypothesized model was found to fit data from the sample and showed direct effects of teacher support, friend support, and parent support on school engagement. In addition, neighborhood youth behavior and neighborhood safety influenced school engagement indirectly through its effect on social support variables. Implications for school-based interventions are discussed.