Effect of school belonging trajectories in grades 6-8 on achievement: Gender and ethnic differences

Journal of School Psychology

Volumn 53, Issue 6, 2015, Pages 493-507

  Hughes, Jan N ^a   Im, Myung Hee ^a   Allee, Paula J ^a  

^a TEXAS A AND M UNIVERSITY   (United States)

Author keywords

Academic achievement; Latino students; Longitudinal growth models; Middle school; School belonging

Indexed keywords

ACADEMIC ACHIEVEMENT; AFRICAN AMERICAN; CHILD; ETHNIC DIFFERENCE; ETHNICITY; FEMALE; GENDER; GIRL; HISPANIC; HUMAN; MAJOR CLINICAL STUDY; MALE; STRUCTURAL EQUATION MODELING; STUDENT; ACHIEVEMENT; ADOLESCENT; EDUCATIONAL STATUS; LONGITUDINAL STUDY; PSYCHOLOGY; SCHOOL; SOCIAL ENVIRONMENT; SOCIOECONOMICS;

ACHIEVEMENT; ADOLESCENT; AFRICAN AMERICANS; CHILD; EDUCATIONAL STATUS; HISPANIC AMERICANS; HUMANS; LONGITUDINAL STUDIES; MALE; SCHOOLS; SOCIAL ENVIRONMENT; SOCIOECONOMIC FACTORS; STUDENTS;

EID: 84955318560     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2015.08.001     Document Type: Article

References (89)

1. Alfaro, E. C., Umaña-Taylor, A. J., Gonzales-Backen, M., Bámaca, M. Y., & Zeiders, K. H. (2009). Latino adolescents' academic success: The role of discrimination, academic motivation, and gender. Journal of Adolescence, 32, 941-962. doi:10.1016/j.adolescence.2008.08.007.
2. Allen J.P., Pianta R.C., Gregory A., Mikami A.Y., Lun J. An interaction-based approach to enhancing secondary school instruction and student achievement. Science 2011, 222(6045):1034-1037.
3. Anderman L.H. Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education 2003, 72:5-22.
4. Barber B.K., Olsen J.A. Assessing the transitions to middle and high school. Journal of Adolescent Research 2004, 19:3-30.
5. Barile J.P., Donohue D.K., Anthony E.R., Baker A.M., Weaver S.R., Henrich C.C. Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence 2012, 41:256-267. 10.1007/s10964-011-9652-8.
6. Benner A.D., Graham S. Navigating the transition to multi-ethnic urban high schools: Changing ethnic congruence and adolescents' school-related affect. Journal of Research on Adolescence 2007, 17:207-220. 10.1111/j.1532-7795.2007.00519.x.
7. Benner A.D., Graham S. The transition to high school as a developmental process among multiethnic urban youth. Child Development 2009, 80:356-376.
8. Benner A.D., Graham S. Latino adolescents' experiences of discrimination across the first 2years of high school: Correlates and influences on educational outcomes. Child Development 2011, 82:508-519. 10.1111/j.1467-8624.2010.01524.x.
9. Benner A.D., Graham S., Mistry R.S. Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes. Developmental Psychology 2008, 44(3):840.
10. Bowen G.L., Bowen N.K., Richman J.M. School size and middle school students' perceptions of the school environment. Social Work in Education 2000, 22:69-82.
11. Brand S., Felner R., Shim M., Seitsinger A., Dumas T. Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology 2003, 95:570-588. 10.1037/0022-0663.95.3.570.
12. Brewster A.B., Bowen G.L. Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child and Adolescent Social Work Journal 2004, 21:47-67. 10.1023/B:CASW.0000012348.83939.6b.
13. Brown B.B., Larson J. Contextual influences on adolescent development. Handbook of adolescent psychology 2009, Vol. 2:74-103. Wiley, Hoboken, NJ. 3rd ed. R.M. Lerner, L. Steinberg (Eds.).
14. Chapman C., Laird J., KewalRamani A. Trends in high school dropout and completion rates in the United States: 1972-2009 (NCES 2012-006) 2011, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC, (Retrieved November 18, 2011 from http://nces.ed.gov/pubsearch).
15. Chen F.F. Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling 2007, 14:464-504. 10.1080/10705510701301834.
16. Connell J.P., Wellborn J.G. Competence, autonomy and relatedness: A motivational analysis of self-system processes. Minnesota symposium on child psychology. Self processes in development 1991, 23:43-77. University of Chicago Press, Chicago, IL. M. Gunnar, L.A. Sroufe (Eds.).
17. Deci E.L., Ryan R.M. The "what" and "why" of goal pursuits: Human needs and the self-determinatin of behavior. Psychological Inquiry 2000, 11:227-268.
18. Downey D.B., Ainsworth-Darnell J. The search for oppositional culture among black students. American Sociological Review 2002, 67:156-164.
19. Dunkel S.B., Kistner J.A., David-Ferdon C. Unraveling the source of African American children's positively biased perceptions of peer acceptance. Social Development 2010, 19:556-576.
20. Eccles J.S., Barber B.L., Stone M., Hunt J. Extracurricular activities and adolescent development. The Journal of Social Issues 2003, 59:865-889.
21. Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist, 48, 90-101. doi:10.1037/0003-066X.48.2.90.
22. Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
23. Ellison C.M., Boykin A.W., Tyler K.M., Dillihunt M.L. Examining classroom learning preferences among elementary school students. Social Behavior and Personality 2005, 33:699-708. 10.2224/sbp.2005.33.7.699.
24. Else-Quest N., Mineo C.C., Higgins A. Math and science attitudes and achievement at the intersection of gender and ethnicity. Psychology of Women Quarterly 2013, 37(3):293-309.
25. Enders C.K. Applied missing data analysis 2010, Guilford Press, New York, NY, New York, NY, US.
26. Entwisle D.R., Alexander K.L. Early schooling as a "critical period" phenomenon. Research in Sociology of Education and Socialization 1988, 8:27-55.
27. Espinoza G., Juvonen J. Perceptions of the school social context across the transition to middle school: Heightened sensitivity among Latino students?. Journal of Educational Psychology 2011, 103:749-758. 10.1037/a0023811.
28. Fall A.M., Roberts G. High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout. Journal of Adolescence 2012, 35:787-798. 10.1016/j.adolescence.2011.11.004.
29. Feldman A.F., Matjasko J.L. The role of school-based extracurricular activities in adolescent development: A comprehensive review and future directions. Review of Educational Research 2005, 75:159-210. 10.3102/00346543075002159.
30. Feldman, A. F., & Matjasko, J. L. (2007). Profiles and portfolios of adolescent school-based extracurricular activity participation. Journal of Adolescence, 30(2), 313-332. doi:10.1016/j.adolescence.2006.03.004.
31. Felner R.D., Favazza A., Shim M., Brand S., Gu K., Noonan N. Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the project on high performance learning communities. Journal of School Psychology, Special Schooling and Mental Health Issues 2001, 39:177-202.
32. Fredericks J.A., Blumenfeld P.C., Paris A.H. School engagement: Potential of the concept, state of the evidence. Review of Educational Research 2004, 74:59-109.
33. Fuller, B., & García Coll, C. (2010). Learning from Latinos: Contexts, families, and child development in motion. Developmental Psychology, 46, 559-565. doi:10.1037/a0019412.
34. Furrer C., Skinner E. Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology 2003, 95:148-162. 10.1037//0022-0663.95.1.148.
35. Gillen-O'Neel, C., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development, 84, 678-692. doi:10.1111/j.1467-8624.2012.01862.x.
36. Goodenow C. Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence 1993, 13:21-43.
37. Goodenow C., Grady K.E. The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education 1993, 62(1):60-71.
38. Graham S., Taylor A.Z., Hudley C. Exploring achievement values among ethnic minority early adolescents. Journal of Educational Psychology 1998, 90:606-620. 10.1037/0022-0663.90.4.606.
39. Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10, 465-488. doi.org/. doi:10.1207/SJRA1004_05.
40. Hagborg W.J. An investigation of a brief measure of school membership. Adolescence 1998, 33:461-468.
41. Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. doi:10.1111/j.1467-8624.2005.00889.x.
42. Hill N.E., Castellino D.R., Lansford J.E., Nowlin P., Dodge K.A., Bates J.E., Pettit G.S. Parent academic involvement as related to school behavior, achievement, and aspirations: Demographic variations across adolescence. Child Development 2004, 75:1491-1509.
43. Hu L., Bentler P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 1999, 6:1-55.
44. Hughes J.N. Longitudinal effects of teacher and student perceptions of teacher-student relationship qualities on academic adjustment. Elementary School Journal 2011, 112:38-60.
45. Hughes J.N., Im M., Cham H., Kwok O.M., West S.G. Latino students' school engagement at the transition to middle school: Role of bilingual education and school ethnic context. Journal of Research on Adolescence 2014, 26:642-659. 10.1111/jora.12142.
46. Hughes J.N., Kwok O. Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. Journal of School Psychology 2006, 43:465-480.
47. Hughes J.N., Wu J.Y., Kwok O., Villarreal V., Johnson A.Y. Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology 2012, 104:350-365.
48. Hughes J.N., Wu W., West S.G. Teacher performance goal practices and elementary students' behavioral engagement: A developmental perspective. Journal of School Psychology 2011, 49:1-23.
49. Janosz M., Archambault I., Morizot J., Pagani L.S. School engagement trajectories and their differential predictive relations to dropout. Journal of Social Issues 2008, 64:21-40. 10.1111/j.1540-4560.2008.00546.x.
50. Johnson M.K., Crosnoe R., Elder G.H. Students' attachment and academic engagement: The role of race and ethnicity. Sociology of Education 2001, 74:318-340.
51. Juvonen, J. (2007). Reforming middle schools: Focus on continuity, social connectedness, and engagement. Educational Psychologist, 42, 197-208. doi:10.1080/00461520701621046.
52. Knight G.P., Zerr A.A. Introduction to the special section: Measurement equivalence in child development research. Child Development Perspectives 2010, 4:1-4. 10.1111/j.1750-8606.2009.00108.x.
53. Kuperminc, G. P., Darnell, A. J., & Alvarez-Jimenez, A. (2008). Parent involvement in the academic adjustment of Latino middle and high school youth: Teacher expectations and school belonging as mediators. Journal of Adolescence, 31(4), 469-483. doi:10.1016/j.adolescence.2007.09.003.
54. Lewis T.J., Sugai G., Colvin G. Reducing problem behavior through a school-wide system of effective behavioral support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review 1998, 27:446-459.
55. Lugaila T.A. A child's day: 2000 (Selected indicators of child well-being). Household economic studies. Current population reports 2004, Bureau of the Census, Washington, DC, (Census - P70 -89).
56. McCarthy K.J. The effects of student activity participation, gender, ethnicity, and socio-economic level on high school student grade point averages and attendance 2000, 22:34-54. U.S. Department of Education, (Retrieved from ERIC database (ED457173)).
57. Meehan B.T., Hughes J.N., Cavell T.A. Teacher-student relationships as compensatory resources for aggressive children. Child Development 2003, 74:1145-1157. 10.1111/1467-8624.00598.
58. Meredith W. Measurement invariance, factor analysis and factorial invariance. Psychometrika 1993, 58:525-543.
59. Mertens S.B., Flowers N., Mulhall P.F. School size matters in interesting ways. Research on middle school renewal. Middle School Journal 2001, 32:51-55.
60. Millsap R.E., Cham H. Investigating factorial invariance in longitudinal data. Handbook of developmental research methods 2012, 109-126. Guilford Press, New York. B. Laursen, T.D. Little, N.A. Card (Eds.).
61. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2012, Muthén & Muthén, Los Angeles, CA. 7th ed.
62. National Center for Education Statistics (2010). Digest of education statistics: 2011. U. S. Department of Education: Washington, D.C.
63. Neild R.C., Stoner-Eby S., Furstenberg F. Connecting entrance and departure: The transition to ninth grade and high school dropout. Education and Urban Society 2008, 40:543-569. 10.1177/0013124508316438.
64. Nicholson-Crotty, S., Birchmeier, Z., & Valentine, D. (2009). Exploring the impact of school discipline on racial disproportion in the juvenile justice system.Social Science Quarterly, 90, 1003-1018. doi:10.1111/j.1540-6237.2009.00674.x.
65. Niehaus, K., Rudasill, K. M., & Rakes, C. R. (2012). A longitudinal study of school connectedness and academic outcomes across sixth grade. Journal of School Psychology, 50, 443-460. doi:10.1016/j.jsp.2012.03.002.
66. Ogbu J. Variability in minority school performance: A problem in search of an explanation. Minority education: Anthropological perspectives 1993, 83-111. Ablex, New Jersey. E. Jacob, C. Jordon (Eds.).
67. Olsson E. The role of relations: Do disadvantaged adolescents benefit more from high-quality social relations?. Acta Sociologica 2009, 52:263-286.
68. Ream R.K., Rumberger R.W. Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students. Sociology of Education 2008, 81:109-139. 10.1177/003804070808100201.
69. Roeser R.W., Midgley C., Urdan T.C. Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology 1996, 88(3):408-422.
70. Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial.Journal of School Psychology, 51, 717-733. doi:10.1016/j.jsp.2013.09.003.
71. Singh K., Chang M., Dika S. Ethnicity, self-concept, and school belonging: Effects on school engagement. Educational Research for Policy and Practice 2010, 9:159-175.
72. Skiba R.J., Chung C., Trachok M., Baker T.L., Sheya A., Hughes R.L. Parsing disciplinary disproportionality: Contributions of infraction, student, and school characteristics to out-of-school suspension and expulsion. American Educational Research Journal 2014, 51:640.
73. Spilt J.L., Hughes J.N., Wu J., Kwok O. Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children's academic success. Child Development 2012, 83:1180-1195. 10.1111/j.1467-8624.2012.01761.x.
74. Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31. doi:10.1207/s15326985ep4101_4.
75. Villarreal V. Characteristics and consequences of extracurricular activity participation of Hispanic middle school students. Dissertation abstracts international section a: humanities and social sciences 2013, Order No. AAI3532241.
76. Voelkl K.E. Identification with school. American Journal of Education 1997, 105:294-318.
77. Wang M.T., Holcombe R. Adolescents' perceptions of classroom environment, school engagement, and academic achievement. American Educational Research Journal 2010, 47:633-662. 10.3102/0002831209361209.
78. Wang, M., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 31-39. doi:10.1111/j.1532-7795.2011.00753.x.
79. Wang M., Brinkworth M., Eccles J. Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology 2012, 49:690-705. 10.1037/a0027916.
80. Ward B., Gersten R. A randomized evaluation of the Safe and Civil Schools Model for positive behavioral interventions and supports at elementary schools in a large urban school district. School Psychology Review 2013, 42:317-333.
81. Way, N., Reddy, R., & Rhodes, J. (2007). Students' perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40, 194-213. doi:10.1007/s10464-007-9143-y.
82. West S.G., Finch J.F., Curran P.J. Structural equation models with nonnormal variables: Problems and remedies. Structural equation modeling: Concepts, issues, and applications 1995, 56-75. Sage Publications, Thousand Oaks, CA. R.H. Hoyle (Ed.).
83. Witherspoon, D., & Ennett, S. (2011). Stability and change in rural youths' educational outcomes through the middle and high school years. Journal of Youth and Adolescence, 40, 1077-1090. doi:10.1007/s10964-010-9614-6.
84. Woodcock R.W., Muñoz-Sandoval A.F. Woodcock-Munoz language survey 1993, Riverside Publishing, Riverside, CA.
85. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Riverside, CA: Riverside Publishing.
86. Woodcock, R. W., Muñoz-Sandoval, A. F., McGrew, K., Mather, N., & Schrank, F. (2004). Batería III Woodcock-Munoz. Riverside, CA: Riverside Publishing.
87. Wu W., West S.G., Hughes J.N. Short-term effects of grade retention on the growth rate of Woodcock-Johnson III Broad Math and Reading scores. Journal of School Psychology 2008, 46:85-105.
88. Zakriski A.L., Coie J.D. A comparison of aggressive-rejected children's interpretations of self-directed and other-directed rejection. Child Development 1996, 67:1048-1070.
89. Zhan M. Assets, parental expectations and involvement, and children's educational performance. Children and Youth Services Review 2006, 28:961-975.