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What contributes to low achievement of middle school students : evidence from multigroup structural equation modeling.
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Catalogue Record 80303
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Catalogue Record 80303
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Details
Nuova numerazione
80303
Collocazione
UPS BIBL CENTR SL-II-649
Vecchia numerazione
399354
Autore
PARK, Y.
Titolo
What contributes to low achievement of middle school students : evidence from multigroup structural equation modeling. Parte componente di periodico
Descrizione fisica
pp. 404-416.
Nota generale
Estratto da: Journal of Educational Research 2018, 111, 4.
Riassunto
The authors' purpose was to examine the degree to which low achievement is related to ontogenetic factors (i.e., personal psychological traits expressed as attention and depression) or microsystemic factors (i.e., socioeconomic status, parenting, relationship with peers and teachers), using a total of 721 middle school students in South Korea. Based on the percentile rank, low-achieving students (bottom 15%; n = 323) and high-achieving students (top 15%; n = 398) were grouped, and a multigroup structural equation modeling was employed to determine which ecological factor(s) contribute to predict low achievement of middle school students. Results from multigroup structural equation modeling showed that 3 of the 6 ecological and ontological factors had significant direct or indirect effect on low achievement: socioeconomic status (direct effect), attention (direct effect), parenting (indirect effect). The findings are discussed in terms of the intertwined influences of ecological factors on low achievement, finally leading to the discussion on the limitations and future directions for research.
Tipo di documento
RICERCA.
Soggetto
RENDIMENTO.
ATTENZIONE.
DEPRESSIONE.
STATUS ECONOMICO.
RELAZIONI SOCIALI.
RELAZIONI FAMILIARI.
SCUOLA SECONDARIA.
COREA DEL SUD.
STUDENTI.
Ambito
Pedagogico
Psicologico
Autore Secondario
SEO, D. G.
MOORE, E. J.
KIM, B.
Titolo correlato
Journal of Educational Research 2018, 111, 4.
Accesso online
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