Two ecological models of academic achievement among diverse students with and without disabilities in transition.
School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.
a Department of Population , Family and Reproductive Health, Bloomberg School of Public Health, Johns Hopkins University , Baltimore , Maryland , USA.
Terrinieka T
TT
Williams
Susan D
SD
McMahon
Christopher B
CB
Keys
D000124:Achievement; D000293:Adolescent; D001741:Black or African American / Q000193:education* / Q000523:psychology*; D019988:Children with Disabilities / Q000193:education* / Q000523:psychology*; D005260:Female; D006630:Hispanic or Latino / Q000193:education* / Q000523:psychology*; D006801:Humans; D008282:Mainstreaming, Education; D008297:Male; D015146:Midwestern United States; D011203:Poverty / Q000208:ethnology* / Q000523:psychology; D020377:Self Efficacy; D012931:Social Environment; D012933:Social Identification; D012944:Social Support; D013223:Statistics as Topic; D011795:Surveys and Questionnaires; D014505:Urban Population; D044465:White People / Q000193:education* / Q000523:psychology*; D055815:Young Adult