School belonging and hope among at‐risk youth: The contribution of academic support provided by youths' social support networks.
Based on resilience and hope theories (Snyder, 2000; Ungar & Theron, 2020), in the present study, we explored the contribution of academic support provided by family, school staff and mentors, as well as the contribution of family‐staff contact, to the hopefulness of 175 at‐risk youth (M = 17.67; SD...
| Publicado en: | Child & Family Social Work Vol. 27; no. 4; pp. 700 - 711 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov2022
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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=159455982&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 159455982 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13567500 ETB jtl: Child & Family Social Work issn: 13567500 maglogo: Y pubinfo: dt: Nov2022 vid: 27 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 159455982 155454026 159455982 159455982 10.1111/cfs.12918 159455982 ppf: 700 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: School belonging and hope among at‐risk youth: The contribution of academic support provided by youths' social support networks. aug: au: Sulimani‐Aidan, Yafit Melkman, Eran affil: Bob Shapell School of Social Work, Tel Aviv University, Tel Aviv, Israel sug: subj: Schools Israel Special Populations Psychosocial Factors Student Attitudes Hope Social Inclusion Hardiness Human Student Assistance Programs Social Networks Support, Social Family Relations Descriptive Statistics Mentorship Structural Equation Modeling Adolescence Young Adult Male Female Chi Square Test Surveys Scales Psychological Tests Interrater Reliability Summated Rating Scaling Bivariate Statistics Pearson's Correlation Coefficient Data Analysis Software Israel Adolescent: 13-18 years Male Female ab: Based on resilience and hope theories (Snyder, 2000; Ungar & Theron, 2020), in the present study, we explored the contribution of academic support provided by family, school staff and mentors, as well as the contribution of family‐staff contact, to the hopefulness of 175 at‐risk youth (M = 17.67; SD = 0.63), who had indicated having a mentor, and how school belonging mediated these relations. Structural equation modelling revealed that academic support provided by mentors and school staff contributed to youths' hopeful thinking. Whereas the support provided by mentors had a direct effect on hope, staff support contributed indirectly via school belonging. The discussion highlights the importance of academic support provided via youths' social networks and sheds light on the role of school belonging in increasing youths' hopefulness. Implications for practice highlight the importance of strengthening youths' aspirations, motivation and knowledge regarding their future goals in school settings. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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