城市中学生的归属机会预测他们在校期间参与度的波动

IF 1.7 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Urban Education Pub Date : 2022-08-08 DOI:10.1177/00420859221117682

DeLeon L. Gray, Brooke Harris-Thomas, Joanna N. Ali, Taylor N. Cummings, Tamika L. Mcelveen, Tamecia R. Jones

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引用次数: 3

摘要

现有的学校归属感衡量标准并没有明确地提升教育工作者和学生的背景和文化洞察力，它们被设计用来评估。我们的研究通过共同创建城市中学生归属机会调查措施来解决这一缺点。该工具是与实践教育工作者合作开发的，并围绕黑人和拉丁裔学生(N = 225)进行规范。多水平验证性因子分析的结果揭示了单因素结构的有力证据。一个人内部多层次模型显示，归属机会的变化预测了不同学术课程中学生参与度的波动。讨论了影响。

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Urban Middle Schoolers’ Opportunities to Belong Predict Fluctuations in Their Engagement Across the School Day

Existing measures of belonging in schools do not explicitly elevate the contextual and cultural insights of the educators and students they were designed to assess. Our study addresses this shortcoming through the co-creation of an Opportunities to Belong survey measure for urban middle schoolers. The tool was developed in partnership with practicing educators and normed around Black and Latinx students ( N = 225). Results of a multilevel confirmatory factor analysis revealed strong evidence for single factor structure. A within-persons multilevel model revealed that shifts in opportunities to belong predicted fluctuations in student engagement across different academic courses. Implications are discussed.

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来源期刊

Urban Education Multiple-

CiteScore

6.30

自引率

17.40%

发文量

期刊介绍： Get hard-hitting, focused analyses of critical concerns facing inner-city schools in Urban Education. For almost 40 years, Urban Education has provided thought-provoking commentary on key issues from gender-balanced and racially diverse perspectives. Subjects include: •Mental health needs of urban students •Student motivation and teacher practice •School-to-work programs and community economic development •Restructuring in large urban schools •Health and social services