Green Gillian, Rhodes Jean, Hirsch Abigail Heitler, Suárez-Orozco Carola, Camic Paul M
University of Massachusetts, Boston, MA, USA.
J Sch Psychol. 2008 Aug;46(4):393-412. doi: 10.1016/j.jsp.2007.07.001. Epub 2007 Sep 4.
The central aim of this study was to explore the academic engagement trajectories of a sample of recently arrived immigrant students from Latin America. Using an analytic framework that can dynamically model time-sensitive fluctuations (HLM; [Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchicical Linear Models: Applications and Data Analysis Methods (2nd Edition ed.). Thousand Oaks, CA: Sage Publications]), we explored how initial engagement, gender, and support from caring adults at school shaped youths' engagement over time. Students reported a range of engagement trajectories, with gender and support emerging as important predictors of youths' engagement trajectories. Additionally, perceptions of support fluctuated from year to year, and these fluctuations were linked to youths' academic engagement. The findings point to associations between support perceptions and engagement, including links between students' current academic motivation and effort and their current connections with adults. Taken together, the findings present a nuanced portrait of academic engagement and suggest how relationships at school might facilitate positive academic adjustment among Latin American immigrant students over time. Implications for future research, public policy, and practice are discussed.
本研究的核心目标是探究一组近期来自拉丁美洲的移民学生的学业参与轨迹。我们运用了一个能够动态模拟对时间敏感的波动情况的分析框架（分层线性模型；[劳登布什，S.W.，& 布赖克，A.S.（2002年）。《分层线性模型：应用与数据分析方法》（第2版）。加利福尼亚州千橡树：塞奇出版社]），探讨了初始参与度、性别以及学校中关爱成年人的支持如何随着时间塑造青少年的参与度。学生们报告了一系列的参与轨迹，其中性别和支持成为青少年参与轨迹的重要预测因素。此外，对支持的感知逐年波动，并且这些波动与青少年的学业参与相关。研究结果表明支持感知与参与之间存在关联，包括学生当前的学业动机和努力与其当前与成年人的联系之间的关联。综合来看，研究结果呈现了一幅关于学业参与的细致入微的图景，并表明随着时间推移学校中的人际关系可能如何促进拉丁裔移民学生的积极学业适应。文中还讨论了对未来研究、公共政策和实践的启示。
