NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ769049
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: Author
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0739-9863
Developing a Bicultural Model for Academic Achievement: A Look at Acculturative Stress, Coping, and Self-Perception
Hawley, Suzanne R.; Chavez, David V.; St. Romain, Theresa
Hispanic Journal of Behavioral Sciences, v29 n3 p283-299 2007
This project analyzed multimodel student archival data to address the relationship between academic achievement, acculturative stress, and coping factors. Participants were 126 children between 8 and 11 years of age (59 White and 67 Latino). Measurements included demographics, SAFE-C, A-COPE, Self-Perception Profile for Children, and Harter Teacher's Rating Scale. Latinos used more social support and religious coping strategies than Whites (p less than 0.001). A general model of achievement for both groups accounted for 33% of the variance in academic achievement (p less than 0.001). Ethnically specific models accounted for a greater amount of the variance: 57% for a model for Whites and 64% for a model for Latinos (p less than 0.001). This study demonstrates the importance of investigating ethnic differences independently when conducting cross-ethnic research. (Contains 3 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California