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Native Language Background and Academic Achievement: Is Socioemotional Well-Being a Mediator?
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- Author(s): Niehaus, Kate; Adelson, Jill L. (ORCID
Adelson, Jill L. (ORCID 0000-0001-9929-1327 ); Sejuit, Aubrey; Zheng, Jiali- Language:
English- Source:
Applied Developmental Science. 2017 21(4):251-265.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 15
- Education Level: Grade 5
- Subject Terms: Native Language; Academic Achievement; Well Being; Children; Longitudinal Studies; Surveys; Spanish Speaking; Questionnaires; Self Concept Measures; Structural Equation Models; Comparative Analysis; English (Second Language); Second Language Learning; Grade 5; Grade 3; English Language Learners; Social Development; Emotional Development; Maximum Likelihood Statistics; Regression (Statistics); Statistical Analysis
- Subject Terms:
- Accession Number: 10.1080/10888691.2016.1203790
- ISSN: 1088-8691
- Abstract: This study examined the extent to which socioemotional well-being mediated the relationship between language status and achievement, while exploring variability in this relationship based on informant (student versus teacher reports of socioemotional problems) and native language background (Spanish-speaking English language learners [ELLs] versus ELLs from Asian-language backgrounds). Participants included 9,046 fifth-grade students from the Early Childhood Longitudinal Study-Kindergarten Cohort of 1998. Results from structural equation modeling showed that Spanish-speaking ELLs reported more social-emotional problems as compared to English-monolingual (EM) and Asian-language ELL classmates in third grade, which partially explained their lower achievement levels in fifth grade. The model accounted for approximately 34% of the variance in students' academic achievement in fifth grade (R[superscript 2] = 0.343, p < 0.001). When comparing ELL and EM students, results differed when using teachers' versus students' reports of socioemotional well-being. For both Spanish-speaking and Asian-language ELLs, teachers perceived fewer social and emotional difficulties than the students themselves reported in comparison to their EM classmates.
- Abstract: As Provided
- Number of References: 67
- Publication Date: 2017
- Accession Number: EJ1151940
- Availability:
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