School belonging and GPA were modestly positively correlated among Latino sixth graders (r = .20)¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 School belonging and GPA were correlated (r = .20), and most predictors and covariates were modestly correlated with the outcomes in the expected direction. → Morales-Chicas Jessica 2017

Evidence¶

Morales-Chicas Jessica 2017¶

Morales-Chicas Jessica, Graham Sandra. (2017). Latinos’ Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12292

q3 · i2 · associational · r2

Descriptive correlation analysis (Table 1) across the analytic sample; the printed correlation between belonging and GPA is "r = .20", a modest positive association reported as descriptive, not as a tested causal link.

"School belonging and GPA were correlated (r = .20) and most of the predictors and covariates were modestly correlated with these outcomes in the expected direction."

Discussion¶

Related Claims¶

• Among Latino sixth graders, increases in same-ethnic representation from elementary to middle school are associated with higher school belonging and GPA, qualified by school ethnic diversity — related
• Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade — related
• School ethnic diversity moderates the representation-change association: declining same-ethnic representation predicts lower belonging and GPA only in less diverse middle schools — related
• SRL partially mediates the positive relations of both academic value and school belonging to mastery orientation among African American and Latino adolescents — related