Chain Jennifer, Shapiro Valerie B, LeBuffe Paul A, Bryson Ann McKay
Am Indian Alsk Native Ment Health Res. 2017;24(1):1-29. doi: 10.5820/aian.2401.2017.1.
Social-emotional competence may be a protective factor for academic achievement among American Indian and Alaska Native (AI/AN) students. This study used Fisher's r to Z transformations to test for group differences in the magnitude of relationships between social-emotional competence and achievement. Hierarchical linear modeling was used to determine the variance in academic achievement explained by student race, poverty, and social-emotional competence, and the schoolwide percentage of students by race. Data are from 335 students across 6 schools. This study suggests that promoting social-emotional competence among AI/AN students could be a strategy for reducing disparities in academic achievement and the consequences of these disparities.
社会情感能力可能是美国印第安人和阿拉斯加原住民（AI/AN）学生学业成就的一个保护因素。本研究使用费舍尔r到Z变换来检验社会情感能力与成就之间关系强度的组间差异。使用分层线性模型来确定由学生种族、贫困和社会情感能力以及全校按种族划分的学生百分比所解释的学业成就差异。数据来自6所学校的335名学生。本研究表明，提高AI/AN学生的社会情感能力可能是减少学业成就差距及其后果的一种策略。
