Ethnicity, self-concept, and school belonging: effects on school engagement

Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential rela...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Singh, Kusum [verfasserIn] Chang, Mido [verfasserIn] Dika, Sandra [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2010

Schlagwörter:	Ethnicity Self-concept School belonging School engagement

Übergeordnetes Werk:	Enthalten in: Educational research for policy and practice - Dordrecht : Springer Science + Business Media B.V., 2002, 9(2010), 3 vom: 03. Juli, Seite 159-175
Übergeordnetes Werk:	volume:9 ; year:2010 ; number:3 ; day:03 ; month:07 ; pages:159-175

Links:	Volltext

DOI / URN:	10.1007/s10671-010-9087-0

Katalog-ID:	SPR012369055

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allfields	10.1007/s10671-010-9087-0 doi (DE-627)SPR012369055 (SPR)s10671-010-9087-0-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Singh, Kusum verfasserin aut Ethnicity, self-concept, and school belonging: effects on school engagement 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications. Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213 Chang, Mido verfasserin aut Dika, Sandra verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 9(2010), 3 vom: 03. Juli, Seite 159-175 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:9 year:2010 number:3 day:03 month:07 pages:159-175 https://dx.doi.org/10.1007/s10671-010-9087-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 9 2010 3 03 07 159-175
spelling	10.1007/s10671-010-9087-0 doi (DE-627)SPR012369055 (SPR)s10671-010-9087-0-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Singh, Kusum verfasserin aut Ethnicity, self-concept, and school belonging: effects on school engagement 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications. Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213 Chang, Mido verfasserin aut Dika, Sandra verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 9(2010), 3 vom: 03. Juli, Seite 159-175 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:9 year:2010 number:3 day:03 month:07 pages:159-175 https://dx.doi.org/10.1007/s10671-010-9087-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 9 2010 3 03 07 159-175
allfields_unstemmed	10.1007/s10671-010-9087-0 doi (DE-627)SPR012369055 (SPR)s10671-010-9087-0-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Singh, Kusum verfasserin aut Ethnicity, self-concept, and school belonging: effects on school engagement 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications. Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213 Chang, Mido verfasserin aut Dika, Sandra verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 9(2010), 3 vom: 03. Juli, Seite 159-175 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:9 year:2010 number:3 day:03 month:07 pages:159-175 https://dx.doi.org/10.1007/s10671-010-9087-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 9 2010 3 03 07 159-175
allfieldsGer	10.1007/s10671-010-9087-0 doi (DE-627)SPR012369055 (SPR)s10671-010-9087-0-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Singh, Kusum verfasserin aut Ethnicity, self-concept, and school belonging: effects on school engagement 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications. Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213 Chang, Mido verfasserin aut Dika, Sandra verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 9(2010), 3 vom: 03. Juli, Seite 159-175 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:9 year:2010 number:3 day:03 month:07 pages:159-175 https://dx.doi.org/10.1007/s10671-010-9087-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 9 2010 3 03 07 159-175
allfieldsSound	10.1007/s10671-010-9087-0 doi (DE-627)SPR012369055 (SPR)s10671-010-9087-0-e DE-627 ger DE-627 rakwb eng 150 370 ASE 77.00 bkl Singh, Kusum verfasserin aut Ethnicity, self-concept, and school belonging: effects on school engagement 2010 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications. Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213 Chang, Mido verfasserin aut Dika, Sandra verfasserin aut Enthalten in Educational research for policy and practice Dordrecht : Springer Science + Business Media B.V., 2002 9(2010), 3 vom: 03. Juli, Seite 159-175 (DE-627)359786677 (DE-600)2098298-7 1573-1723 nnns volume:9 year:2010 number:3 day:03 month:07 pages:159-175 https://dx.doi.org/10.1007/s10671-010-9087-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 77.00 ASE AR 9 2010 3 03 07 159-175
language	English
source	Enthalten in Educational research for policy and practice 9(2010), 3 vom: 03. Juli, Seite 159-175 volume:9 year:2010 number:3 day:03 month:07 pages:159-175
sourceStr	Enthalten in Educational research for policy and practice 9(2010), 3 vom: 03. Juli, Seite 159-175 volume:9 year:2010 number:3 day:03 month:07 pages:159-175
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Ethnicity Self-concept School belonging School engagement
dewey-raw	150
isfreeaccess_bool	false
container_title	Educational research for policy and practice
authorswithroles_txt_mv	Singh, Kusum @@aut@@ Chang, Mido @@aut@@ Dika, Sandra @@aut@@
publishDateDaySort_date	2010-07-03T00:00:00Z
hierarchy_top_id	359786677
dewey-sort	3150
id	SPR012369055
language_de	englisch
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author	Singh, Kusum
spellingShingle	Singh, Kusum ddc 150 bkl 77.00 misc Ethnicity misc Self-concept misc School belonging misc School engagement Ethnicity, self-concept, and school belonging: effects on school engagement
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topic_title	150 370 ASE 77.00 bkl Ethnicity, self-concept, and school belonging: effects on school engagement Ethnicity (dpeaa)DE-He213 Self-concept (dpeaa)DE-He213 School belonging (dpeaa)DE-He213 School engagement (dpeaa)DE-He213
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title_full	Ethnicity, self-concept, and school belonging: effects on school engagement
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title_sort	ethnicity, self-concept, and school belonging: effects on school engagement
title_auth	Ethnicity, self-concept, and school belonging: effects on school engagement
abstract	Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications.
abstractGer	Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications.
abstract_unstemmed	Abstract This study examined the relationship of self-concept, school belonging, school engagement to school performance of Caucasian- and African-American students. The main purpose is to assess the ethnicity-based differences in these psycho-social constructs and to explore their differential relationship to school achievement in high-school students from different ethnic background. The data were collected through a survey questionnaire in three school divisions in the Southwest region of Virginia of the United States. The results showed significant ethnicity-based difference in self-concept and in school engagement, but no significant difference in school belonging. The achievement differences were also significant, Caucasian students being higher on self-reported grades. In the regression model, self-concept was not a significant predictor of school outcomes, while school belonging had a significant relationship to school achievement for African-American students. Both self-concept and school engagement were significant for Caucasian students. The findings of the study provide better understanding of the relationship of these variables to school achievement and point to some policy-relevant implications.
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title_short	Ethnicity, self-concept, and school belonging: effects on school engagement
url	https://dx.doi.org/10.1007/s10671-010-9087-0
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author2	Chang, Mido Dika, Sandra
author2Str	Chang, Mido Dika, Sandra
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doi_str	10.1007/s10671-010-9087-0
up_date	2024-07-04T02:50:37.719Z
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Ethnicity, self-concept, and school belonging: effects on school engagement

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