Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills.
Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The...
| Publicado en: | Child & Family Social Work Vol. 25; no. 2; pp. 256 - 267 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
May2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142538518&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 142538518 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13567500 ETB jtl: Child & Family Social Work issn: 13567500 maglogo: Y pubinfo: dt: May2020 vid: 25 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 142538518 142538518 145841408 142538518 10.1111/cfs.12681 142538518 ppf: 256 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills. aug: au: Mihalec‐Adkins, Brittany P. Cooley, Morgan E. affil: Human Development and Family Studies, Purdue University, West Lafayette Indiana sug: subj: Child, Foster Psychosocial Factors Academic Performance Psychosocial Factors Outcomes of Education Human Student Attitudes Random Sample Self Concept Social Skills Academic Achievement Foster Parents Psychosocial Factors Parental Attitudes Behavioral Symptoms Child Adolescence Male Female Questionnaires Reliability and Validity Internal Consistency Pearson's Correlation Coefficient Analysis of Variance Correlational Studies Descriptive Statistics Data Analysis Software Linear Regression Relative Risk Psychological Tests Scales Child: 6-12 years Adolescent: 13-18 years Male Female ab: Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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