The Relationship Among Ethnic Identity, Psychological Well-being, Academic Achievement, and Intergroup Competence of School-age Hispanic/Latino Youth

Persistent Link:
http://hdl.handle.net/10150/195635
Title:
The Relationship Among Ethnic Identity, Psychological Well-being, Academic Achievement, and Intergroup Competence of School-age Hispanic/Latino Youth
Author:
Dejud, Carlos
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The past few decades have witnessed unprecedented changes increase in the numbers of ethnic minorities in our Nations' public schools. Due to changes in demographic scene of our country, serious concerns have been raised with regards to mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the present study was to examine the relationship between a set of psychological well-being variables (life satisfaction, self-esteem, and ethnic identity), mental health (depression), intergroup interactional competence, and academic achievement. A total number of 131 subjects in grades 9th through 12th were sampled to participate in the study. All sampled subjects came from low social economic status families of Mexican-American ethnic background. Seven measures were administered to each student in small groups of 10-12 students each. These measures have been found to have adequate reliability and validity in previous studies (Suzuki-Crumly & Hyers, 2004). However, the reliability of all the measures was also assessed in this study and was found to be in the moderate to high range. Implications of the study as well as recommendations for future research in this area are discussed.
Type:
text; Electronic Dissertation
Keywords:
School Psychology
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
School Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Mishra, Shitala P.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Relationship Among Ethnic Identity, Psychological Well-being, Academic Achievement, and Intergroup Competence of School-age Hispanic/Latino Youthen_US
dc.creatorDejud, Carlosen_US
dc.contributor.authorDejud, Carlosen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe past few decades have witnessed unprecedented changes increase in the numbers of ethnic minorities in our Nations' public schools. Due to changes in demographic scene of our country, serious concerns have been raised with regards to mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the present study was to examine the relationship between a set of psychological well-being variables (life satisfaction, self-esteem, and ethnic identity), mental health (depression), intergroup interactional competence, and academic achievement. A total number of 131 subjects in grades 9th through 12th were sampled to participate in the study. All sampled subjects came from low social economic status families of Mexican-American ethnic background. Seven measures were administered to each student in small groups of 10-12 students each. These measures have been found to have adequate reliability and validity in previous studies (Suzuki-Crumly & Hyers, 2004). However, the reliability of all the measures was also assessed in this study and was found to be in the moderate to high range. Implications of the study as well as recommendations for future research in this area are discussed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectSchool Psychologyen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMishra, Shitala P.en_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.contributor.committeememberFletcher, Todd V.en_US
dc.contributor.committeememberObrzut, John E.en_US
dc.identifier.proquest2522en_US
dc.identifier.oclc659748429en_US
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