Williams Terrinieka T, McMahon Susan D, Keys Christopher B
a Department of Population , Family and Reproductive Health, Bloomberg School of Public Health, Johns Hopkins University , Baltimore , Maryland , USA.
J Prev Interv Community. 2014;42(1):7-19. doi: 10.1080/10852352.2014.855029.
School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.
学校经历对学生的学业成绩会产生积极影响，但对于促成这些积极影响的中间过程，我们却知之甚少。我们研究了117名低收入城市有色人种学生（其中许多人有残疾）在学校关闭后转至其他学校的学校经历与学业成绩之间的路径。我们运用结构方程模型，测试了两个生态模型，这两个模型考察了自我报告的学校经历、学校支持、学业自我效能感以及学校报告的学业成绩之间的关系。学校经历与学业成绩之间的关系由学校支持和学业自我效能感共同介导且考虑了先前学业成绩的模型，与数据拟合度极佳。我们还讨论了情境因素和个体因素与学业成绩的关系以及这些研究结果的意义。
