The Academic Resilience of Mexican American High School Students
The Academic Resilience of Mexican American High School Students
复制标题
墨西哥裔美国高中生的学业弹性
DOI：
10.1177/07399863970193004
复制
发表时间：
1997
影响因子：
1.4
通讯作者：
A. Padilla
中科院分区：
文献类型：
--
作者：
R. Gonzalez;A. Padilla
本研究旨在确定墨西哥裔美国高中生的学术弹性和成就的因素。成绩优异和成绩差的学生是从一个数据库中选出的，该数据库包括加州三所高中的2,169名墨西哥裔美国学生。弹性的学生（N = 133）报告说，在高中主要是A级，而非弹性的学生（N = 81）报告说，主要是D级或以下。变量由所有学生先前完成的问卷上的项目组成。分析的项目包括家庭、教师和同龄人对学校的作用;学校环境和归属感;文化和家庭的重要性。对学生平均成绩（GPA）的回归分析表明，学校归属感是唯一显着的预测学业弹性。方差分析显示，教师反馈是更大的弹性男性相比，nonresilient男性。
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 selectedfrom 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 formedfrom items on a questionnaire that all students had previously completed. Items selectedfor analysis included role offamily, teachers, and peers toward school; the school environment and belonging; and the importance of culture andfamily. Regression analysis on student grade point average (GPA) revealed that a sense of belonging to school was the only significant predictor of academic resilience. An ANOVA revealed that teacherfeedback was greater among resilient males in comparison to nonresilient males.