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ERIC Number: ED568523
Record Type: Non-Journal
Publication Date: 2014
Pages: 156
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-7005-7
ISSN: N/A
An Assessment of School Belonging and Academic Motivation among Latino Middle School Students
Santos, Juan Manuel
ProQuest LLC, Ed.D. Dissertation, California Lutheran University
The purpose of this correlational study was to investigate and examine the self-reported feelings of school belonging and academic motivation among seventh and eighth grade students in a suburban setting, with a specific focus on the Latino subgroup. A corollary purpose of the study was to examine the relationship between school belonging and academic motivation. The study identified environmental variables in education that influence school belonging and academic motivation in order to inform instruction and to assist educational leaders in creating a student connected environment. Two hundred and fourteen (N = 214) students in seventh and eighth grades participated in the study with a sample that was relatively consistent to the ethnic makeup of the school with 65.9% White (N = 141) and 22.4% Latino (N = 48). The results from the regression analyses indicated that the demographic and environmental variables in education that predict a sense of belonging and academic motivation were involvement in school activities and self-reported grades. The following school activities predicted a sense of belonging and academic motivation among the majority of the students in all of the subgroups: Response to Intervention (RtI), Class of the Year (C.O.T.Y), and Renaissance Activities. Further, grades of "Mostly C" and higher, predicted a sense of belonging and academic motivation. Overall, the research showed that academic motivation is significantly and positively related to school belonging at this particular site. No correlation was found in how the predictive models of a sense of belonging and academic motivation differ between Latino and non-Latino seventh and eighth grade students in this suburban setting. However, school belonging and academic motivation is positively and significantly correlated for White students. The study has implications for educational policy on a micro and macro level. Recommendations for research and practice are presented for suburban schools to help better meet the needs of all its students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A