Premium
Developmental Outcomes of School Attachment Among Students of Mexican Origin
Author(s) -
CastroSchilo Laura,
Ferrer Emilio,
Hernández Maciel M.,
Conger Rand D.
Publication year - 2016
Publication title -
journal of research on adolescence
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.342
H-Index - 95
eISSN - 1532-7795
pISSN - 1050-8392
DOI - 10.1111/jora.12223
Subject(s) - psychology , school dropout , longitudinal study , developmental psychology , mexican americans , competence (human resources) , dropout (neural networks) , population , demography , ethnic group , social psychology , medicine , pathology , machine learning , socioeconomics , sociology , anthropology , computer science
We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of M exican‐origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance‐use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.