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ERIC Number: EJ878361
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1087-3414
Examining the Impact of Acculturation and Perceived Social Support on Mathematics Achievement among Latino/a High School Students
Neseth, Hans; Savage, Todd A.; Navarro, Rachel
California School Psychologist, v14 p59-69 2009
The current migration of Latino/as into the United States has many schools struggling to meet the unique academic needs of this particular group of students. Previous research suggests level of acculturation and perceived social support impact mathematics achievement amongst Latino/a students. The current study employed hierarchical and simultaneous multiple regression analyses to evaluate the effect perceived social support and level of acculturation reported by a sample of Latino/a students (ages 14-18) had on their mathematics achievement. The results revealed that one's level of acculturation did not impact her or his mathematics achievement, while positive correlations between teacher and peer support and mathematics achievement were noted, with teacher support being the dominant factor. Limitations and implications of the findings for the field of school psychology are discussed. (Contains 3 tables.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Acculturation Rating Scale for Mexican Americans