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首页> 外文期刊>Journal of Prevention & Intervention in the Community >Promoting Academic Achievement: The Role of Peers and Family in the Academic Engagement of African American Adolescents
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Promoting Academic Achievement: The Role of Peers and Family in the Academic Engagement of African American Adolescents

机译：促进学术成就：同伴和家庭在非裔青少年学习中的作用

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摘要

While grades are frequently used as indicators of academic achievement, they provide little information about the processes that encourage academic success. Academic engagement, on the other hand, evaluates thoughts, motivations, and behaviors that predict achievement and helps elucidate achievement mechanisms. Understanding academic engagement can facilitate an examination of the forces influencing and hindering achievement and can guide researchers and educators in developing and evaluating effective interventions for increasing academic success. Grounded in ecological theory, this study attempts to understand the influence of family cohesion and peer risky behavior on academic engagement. First, the study explores how socializing with peers who engage in risky behaviors (e.g., sexual behaviors, truancy, or substance use) influences academic engagement and its components (i.e., interest in school, education utility value, and academic effort). Second, the study assesses whether family cohesion buffers the relationship between socializing with these peers and academic engagement. The findings from hierarchical linear regression indicate that socializing with peers who engage in risky behaviors has a significant, negative impact on academic engagement. Family cohesion also was significantly associated with academic engagement over and beyond the effects of risky peers. Implications for families, schools, communities, and programming are discussed.View full textDownload full textKEYWORDSacademic achievement, African American youth, ecological theory, family cohesionRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10852352.2010.486298
机译：成绩经常被用作学习成绩的指标，但很少提供有关鼓励学习成功的过程的信息。另一方面，学术参与评估可以预测成就并有助于阐明成就机制的思想，动机和行为。了解学术参与可以促进对影响和阻碍成就的力量进行检查，并可以指导研究人员和教育工作者制定和评估有效的干预措施，以提高学术成就。这项研究以生态学理论为基础，试图了解家庭凝聚力和同伴冒险行为对学术参与的影响。首先，该研究探讨了与从事危险行为（例如，性行为，逃学或使用毒品）的同龄人的交往如何影响学业投入及其组成部分（即对学校的兴趣，教育效用价值和学业努力）。其次，该研究评估了家庭凝聚力是否可以缓冲与这些同龄人的社交活动与学业投入之间的关系。分层线性回归的结果表明，与从事危险行为的同伴进行社交活动会对学术参与产生重大的负面影响。家庭凝聚力也与学业投入密切相关，远远超出了同龄人的影响。讨论了对家庭，学校，社区和编程的影响。 ，technorati，可口，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10852352.2010.486298

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