scholarly journals SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT

2017 ◽  
Vol 54 (7) ◽  
pp. 673-688 ◽  
Author(s):  
Charity Brown Griffin ◽  
Shauna M. Cooper ◽  
Isha W. Metzger ◽  
Alexandrea R. Golden ◽  
C. Nicole White
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
Racial Climate ◽  
School Students ◽  
Mediating Role

Racial Fairness, School Engagement, and Discipline Outcomes in African American High School Students: The Important Role of Gender

2020 ◽  
Vol 49 (3) ◽  
pp. 222-238
Author(s):  
Charity Brown Griffin ◽  
Isha W. Metzger ◽  
Colleen A. Halliday-Boykins ◽  
Claudia A. Salazar
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
School Engagement ◽  
School Students

scholarly journals Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

2021 ◽  
Vol 11 (2) ◽  
pp. 334-344
Author(s):  
Luciano Romano ◽  
Giacomo Angelini ◽  
Piermarco Consiglio ◽  
Caterina Fiorilli
Keyword(s):  
High School ◽  
High School Students ◽  
Emotional Support ◽  
School Engagement ◽  
School Context ◽  
Well Being ◽  
Academic Resilience ◽  
School Students ◽  
Mediating Role

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being.

scholarly journals The Mediating Role of School Engagement in the Relationship between Attitude toward Learning and Academic Achievement

2019 ◽  
Vol 7 (2) ◽  
pp. 75
Author(s):  
M. Yüksel Erdoğdu
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
School Engagement ◽  
Bootstrap Method ◽  
Ordinary Least Squares ◽  
Least Squares Regression ◽  
School Students ◽  
Mediating Role ◽  
The Relationship

The aim of the present study was to investigate the mediating role of school engagement in the relationship between attitude toward learning and academic achievement. The study was carried out on 438 high school students. The Scale of Attitudes Toward Learning and the School Engagement Scale were applied to the participants, and students’ academic achievement scores were obtained from the school administration. In the study, the Pearson product-moment correlation coefficient and the ordinary least squares regression-based approach and Bootstrap method were used to determine the effects of the mediation model. According to the research findings, a relationship between attitude toward learning, academic achievement, and school engagement was found. It was determined that school engagement plays a partial mediating role in the relationship between attitude toward learning and academic achievement. The results revealed the importance of school engagement in improving students’ attitude toward learning and academic achievement, and it was recommended to discuss and interpret the results.

Trauma and self-harming behaviors in high school students: The mediating role of identity formation

2021 ◽  
Vol 92 ◽  
pp. 20-29
Author(s):  
Leni Raemen ◽  
Koen Luyckx ◽  
Nina Palmeroni ◽  
Margaux Verschueren ◽  
Amarendra Gandhi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Formation ◽  
School Students ◽  
Mediating Role

The Mediating Role of School Motivation in Linking Student Victimization and Academic Achievement

2016 ◽  
Vol 32 (2) ◽  
pp. 162-175 ◽  
Author(s):  
Weihua Fan ◽  
Allison G. Dempsey
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Structural Equation ◽  
Equation Modeling ◽  
School Students ◽  
Mediating Role ◽  
Student Victimization ◽  
Nationally Representative ◽  
And Gender

This study examined the mediating role of student school motivation in linking student victimization experiences and academic achievement among a nationally representative sample of students in 10th grade. Structural equation modeling supported that there were significant associations between student victimization and academic achievement for high school students. Give these significant associations, identification of the cognitive mechanisms that underlie these relationships is critical to understanding the plight of repeated victims. Our results indicated that students who reported frequent peer victimization also reported reduced school motivation (self-efficacy and intrinsic motivation), resulting in lower achievement in both reading and math. These pathways existed after accounting for differences in achievement that may be due to socioeconomic status and gender.

The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students

2015 ◽  
Vol 33 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Arash Rahafar ◽  
Mahdis Maghsudloo ◽  
Sajedeh Farhangnia ◽  
Christian Vollmer ◽  
Christoph Randler
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Test Anxiety ◽  
School Students
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