Somers Cheryl L, Goutman Rachel L, Day Angelique, Enright Oliva, Crosby Shantel, Taussig Heather
Educational Psychology, Wayne State University.
School of Social Work, University of Washington.
Psychol Sch. 2020 Dec;57(12):1845-1863. doi: 10.1002/pits.22433. Epub 2020 Aug 14.
Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9-11 years of age; males=52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population.
研究表明，与非寄养青年相比，寄养青年在学业成绩和学校纪律处分方面的经历更为频繁。这项横断面研究的目的是进一步研究寄养青年，以及363名青年（9至11岁；男性占52.9%）中个人/人际因素（未来取向和学校归属感）与外部系统因素（安置次数和转学次数）之间的关系，以及学业成绩（分数）和纪律处分转介情况。在控制关键变量的情况下，采用分层线性回归分析来了解学生的学校归属感、未来展望、安置变化次数和转学次数对学业和纪律结果的预测程度。除了控制变量所解释的方差外，学校归属感对该模型有显著贡献。本文在实施促进这一弱势群体学校归属感的干预措施的背景下讨论了研究结果。
