遭受暴力后的学业成就：学校归属感和成功动机的间接影响。
Academic Achievement After Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed.
作者信息
Sonsteng-Person Melanie, Jaggers Jeremiah W, Loomis Alysse M
机构信息
College of Education , University of Florida, 1414 Norman Hall, PO Box 117050, Gainesville, FL 32611 USA.
College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA.
出版信息
J Child Adolesc Trauma. 2023 May 5;16(3):717-729. doi: 10.1007/s40653-023-00546-w. eCollection 2023 Sep.
Disparities in educational outcomes for students living in communities burdened with high rates of violence are striking as they are at an increased risk for misbehavior, low GPA, poor school attendance, and decreased standardized test scores. However, limited research identifies the role that schools play in exacerbating exposure to violence to inform changes that aid in mitigating violence exposure. As such, this study utilizes the Pathways to Desistance Study to explore the mediating roles of school attachment and motivation to succeed on students' academic outcomes after exposure to community violence. Using a serial mediation model, findings indicate that school attachment and motivation to succeed mediate the relationship between exposure to violence and grades. Implications for adapting school programs and policies as well as providing teacher training to increase school attachment and motivation are discussed.
生活在暴力发生率高的社区的学生，其教育成果存在显著差异，因为他们行为不端、平均绩点低、出勤率差以及标准化考试成绩下降的风险增加。然而，有限的研究确定了学校在加剧暴力暴露方面所起的作用，以指导有助于减轻暴力暴露的变革。因此，本研究利用“停止犯罪途径研究”来探讨学校依恋和成功动机在学生遭受社区暴力后的学业成果中所起的中介作用。使用序列中介模型，研究结果表明学校依恋和成功动机在暴力暴露与成绩之间起中介作用。文中讨论了调整学校项目和政策以及提供教师培训以增强学校依恋和动机的意义。
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