Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes
Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes
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DOI：
10.1037/0012-1649.44.3.840
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发表时间：
2008-05-01
影响因子：
4
通讯作者：
Mistry, Rashmita S.
中科院分区：
文献类型：
--
作者：
Benner, Aprile D.;Graham, Sandra;Mistry, Rashmita S.
本研究探讨家庭与学校特质、家庭层面的过程（青少年对亲子互动的认知）、学校层面的过程（青少年对学校归属感的认知、学校气氛）、青少年的学校参与与日后学业表现之间的关系。参与者是一个种族多样的，城市样本的1120名9年级学生（M年龄= 14.6岁）。家庭和学校的结构特征影响了其中发生的近端过程，而这些近端过程反过来又影响了学生的近端（即，参与）和远端教育结果（即，在学校）。此外，家庭和学校的结构特征通过影响近端过程间接影响近端和远端结果。多媒介生态模型表明，在过程层面进行干预可能是一种成功的手段，提高青少年的参与学校和他们随后的学校表现。
This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1, 120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance.