Relations among school assets, individual resilience, and student engagement for youth grouped by level of family functioning

Psychology in the Schools

Volumn 45, Issue 5, 2008, Pages 402-418

  Sharkey, Jill D ^a   You, Sukkyung ^a   Schnoebelen, Katrina ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43849113440     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20305     Document Type: Article

References (63)

1. Annunziata, D., Hogue, A., Faw, L., & Liddle, H. A. (2006). Family functioning and school success in at‐risk, inner‐city adolescents. Journal of Youth and Adolescence, 35, 105–113.
2. Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling: Issues and techniques (pp. 243–277). Mahwah, NJ: Lawrence Erlbaum.
3. Arbuckle, J. L. (1999). AMOS user's guide. Chicago: SmallWaters Corp.
4. Benard, B. (2004). Resiliency: What we have learned. San Francisco, CA: WestEd.
5. Bentler, P. M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238–246.
6. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.
7. Blum, R. W., & Libbey, H. P. (2004). Executive summary: Wingspread declaration on school connections. Journal of School Health, 74, 231–234.
8. Bohnert, A. M., Martin, N. C., & Garber, J. (2007). Predicting adolescents' organized activity involvement: The role of maternal depression history, family relationship quality, and adolescent cognitions. Journal of Research on Adolescence, 17, 221–224.
9. Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., et al. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 40 (4), e9–e18.
10. Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child & Adolescent Social Work Journal, 21, 47–67.
11. Caraway, K., Tucker, C. M., Reinke, W. M., & Hall, C. (2003). Self‐efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40, 417–427.
12. Christenson, S. L., Sinclair, M. F., Lehr, C. A., & Hurley, C. M. (2000). Promoting successful school completion. In K. M. Minke & G. C. Bear (Eds.), Preventing school problems—Promoting school success (pp. 211–257). Bethesda, MD: National Association of School Psychologists.
13. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African‐American youth: Context, self, action, and outcomes in school. Child Development, 65, 493–506.
14. Cooper, H., Valentine, J. C., Nye, B., & Lindsay, J. J. (1999). Relationships between five after‐school activities and academic achievement. Journal of Educational Psychology, 91, 369–378.
15. Curran, P. J., West, S. G., & Finch, J. F. (1997). The robustness of test statistics to non‐normality and specification error in confirmatory factor analysis. Psychological Methods, 1, 16–29.
16. Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59, 117–142.
17. Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.
18. Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
19. Furlong, M. J., & Sharkey, J. D. (2006). A review of methods to assess student self‐report of weapons on school campuses. In S. R. Jimerson & M. J. Furlong (Eds.), The handbook of school violence and school safety: From research to practice (pp. 235–253). Mahwah, NJ: Lawrence Erlbaum.
20. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor of children's academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
21. Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 56, 127–136.
22. Glasgow, K. L., Dornbusch, S. M., Troyer, L., Steinberg, L., & Ritter, P. L. (1997). Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools. Child Development, 68, 507–529.
23. Gore, S., & Eckenrode, J. (1994). Context and process in research on risk and resilience. In R. J. Haggerty, L. R. Sherrod, N. Garmezy, & M. Rutter (Eds.), Stress, risk, and resilience in children and adolescents: Processes, mechanisms, and interventions (pp. 19–63). New York: Cambridge University Press.
24. Hanson, T. L., & Austin, G. A. (2002). Health risks, resilience, and the Academic Performance Index (California Healthy Kids Survey Factsheet 1). Los Alamitos, CA: WestEd.
25. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.
26. Hughes, J., & Kwok, O. (2007). Influence of teacher–student and parent–teacher relationships on lower achieving readers' engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39–51.
27. Jessor, R., Turbin, M. S., & Costa, F. M. (1998). Risk and protection in successful outcomes among disadvantaged adolescents. Applied Developmental Science, 2, 194–208.
28. Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 8, 7–27.
29. Jimerson, S. R., Sharkey, J. D., Furlong, M. J., & O'Brien, K. M. (2004). Using the Santa Barbara Assets and Risks Assessment to examine the ecology of students experiencing behavior problems. California School Psychologist, 9, 99–114.
30. Jimerson, S. R., Sharkey, J. D., Nyborg, V. M., & Furlong, M. J. (2004). Strength‐based assessment and school psychology: A summary and synthesis. California School Psychologist, 9, 9–20.
31. Kenny, M. E., Blustein, D. L., Chaves, A., Grossman, J. M., & Gallagher, L.A. (2003). The role of perceived barriers and relational support in the educational and vocational lives of urban high school students. Journal of Counseling Psychology, 50, 142–155.
32. Kenny, M. E., Blustein, D. L., Haase, R. F., Jackson, J., & Perry, J. C. (2006). Setting the stage: Career development and the student engagement process. Journal of Counseling Psychology, 53, 272–279.
33. Kirby, L. D., & Fraser, M. W. (1997). Risk and resilience in childhood: An ecological perspective. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (pp. 10–33). Washington, DC: NASW Press.
34. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.
35. Leffert, N., Benson, P. L., Scales, P. C., Sharma, A. R., Drake, D. R., & Blyth, D. A. (1998). Developmental assets: Measurement and prediction of risk behaviors among adolescents. Applied Developmental Science, 2, 209–230.
36. Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74, 274–283.
37. Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 6, 31–49.
38. Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout ? Developmental Psychology, 33, 241–253.
39. Masten, A. S., Hubbard, J. J., Gest, S. D., Tellegen, A., Garmezy, N., & Ramirez, M. (1999). Competence in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology, 11, 143–169.
40. McNeely, C., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72, 138–146.
41. O'Farrell, S. L., & Morrison, G. M. (2003). A factor analysis exploring school bonding and related constructs among upper elementary students. California School Psychologist, 8, 53–72.
42. Patrick, H., Ryan, A. L., & Kaplan, A. (2007). Early adolescents' perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.
43. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia.
44. Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27, 276–292.
45. Sameroff, A. J. (2000). Developmental systems and psychopathology. Development and Psychopathology, 12, 297–312.
46. Sameroff, A. J., & Fiese, B. (2000). Transactional regulation: The developmental ecology of early intervention. In J. P. Shonkoff & S. J. Miesels (Eds.), Early intervention: A handbook of theory, practice, and analysis (2nd ed., pp. 135–159) New York: Cambridge University Press.
47. Sampson, R. J., & Laub, J. H. (1993). Crime in the making: Pathways and turning points through life. Cambridge, MA: Harvard University Press.
48. Seaton, E. K., & Taylor, R. D. (2003). Exploring familial processes in urban, low‐income African American families. Journal of Family Issues, 24, 627–644.
49. Shochet, I. M., Dadds, M. R., Ham, D., & Montague, R. (2006). School connectedness is an underemphasized parameter in adolescent mental health: Results of a community prediction study. Journal of Clinical Child and Adolescent Psychology, 35, 170–179.
50. Sinclair, M. F., Christenson, S. L., Lehr, C. A., & Anderson, A. R. (2003). Facilitating student engagement: Lessons learned from Check & Connect longitudinal studies. California School Psychologist, 8, 29–41.
51. Sirin, S. R., & Rogers‐Sirin, L. (2004). Exploring school engagement of middle‐class African American adolescents. Youth & Society, 35, 323–340.
52. Sirin, S. R., & Rogers‐Sirin, L. (2005). Components of school engagement among African American adolescents. Applied Developmental Science, 9, 5–13.
53. Steenkamp, J‐B. E. M., & Baumgartner, H. (1998). Assessing measurement invariance in cross‐national consumer research. Journal of Consumer Research, 25, 78–90.
54. Steiger, J. H., & Lind, J. M. (1980, June). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.
55. Steinberg, L., Lamborn, S. D., Dornbusch, S. M., & Darling, N. (1992). Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development, 63, 1266–1281.
56. Taylor, R. D., & Lopez, E. I. (2005). Family management practice, school achievement, and problem behavior in African American adolescents: Mediating processes. Applied Developmental Psychology, 26, 39–49.
57. Tran, O., & Furlong, M. J. (2004). Personal strengths and assets of adolescent smokers and nonsmokers. California School Psychologist, 9, 63–78.
58. Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., & Carraway, K., et al. (2002). Teacher and child variables as predictors of academic engagement among low‐income African American children. Psychology in the Schools, 39, 477–488.
59. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202–209.
60. West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with non‐normal variables: Problems and remedies. In R. Hoyle (Ed.), Structural equation modeling: Concepts, issues and applications (pp. 56–75). Newbury Park, CA: Sage.
61. Wettersten, K. B., Guilmino, A., Herrick, C. G., Hunter, P. J., Kim, G. Y., Jagow, D., et al. (2005). Predicting educational and vocational attitudes among rural high school students. Journal of Counseling Psychology, 52, 658–663.
62. Woolley, M. E., & Bowen, G. L. (2007). In the context of risk: Supportive adults and the school engagement of middle school students. Family Relations, 56, 92–104.
63. You, S. (2005). Identifying significant factors related to adolescents' academic engagement using multilevel latent growth curve modeling. Unpublished doctoral dissertation, University of California, Santa Barbara.