Using Internalizing Symptoms to Predict Math Achievement Among Low-Income Urban Elementary Students
| Autor: | Bridget V. Dever, Kristen F. Stack |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Low income
education 05 social sciences Ethnic group 050301 education Educational psychology General Medicine Academic achievement Environmental risk Intervention (counseling) medicine Anxiety 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education Depression (differential diagnoses) 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Contemporary School Psychology. 24:89-101 |
| ISSN: | 2161-1505 2159-2020 |
| Popis: | Due to environmental risk factors, internalizing problems are especially common among low-income racial/ethnic minority students attending urban schools. However, relatively little is known about the relationship between symptoms of anxiety or depression and academic achievement among this vulnerable student population. The present study examines the relationship between self-reported ratings of internalizing behavior and students’ math achievement assessed later in the school year. The sample consisted of a predominantly Latino group of 406 children, aged 8–11, in an urban and low-SES district in the USA. Results indicated that internalizing symptoms were negatively predictive of math achievement (β = − .276; R2 = 0.076). However, when anxiety and depressive symptoms were entered simultaneously as separate variables, depressive symptoms were negatively associated with math achievement (β = − .421), whereas anxiety was positively associated with math achievement (β = .129; R2 = 0.130). Implications for identification and intervention related to internalizing problems in urban and low-income schools are discussed. |
| Databáze: | OpenAIRE |
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