Research suggests that Latino adolescents, both native and foreign born, are at increased risk for the development of school, behavioral, and psychological problems. It also identifies a variety of factors associated with both risk and resilience in this population. There is, however, a scarcity of research that specifically examines risk and resiliency in recent Latino immigrant adolescents who have unique circumstances that may affect their functioning. This study was conducted to address this gap in the research literature by investigating the relationship between a sense of school belonging and internalizing, externalizing, and school problems in adolescent immigrants. Participants included 78 Latino adolescent immigrants between the ages of 11 and 18 who completed a number of instruments to assess their level of connectedness to their schools; internalizing, externalizing, and school problems; and overall psychological adjustment. One teacher for each student also completed a measure of academic effectiveness. Results showed that participants who reported a higher sense of school belonging indicated lower levels of depressive symptoms and higher overall psychological adjustment. Significant relationships between school belonging and anxiety symptoms, school/academic problems, and externalizing behaviors were not found. These findings have implications for school psychologists and other school mental health staff who are in a position to support youngsters in need and to foster a supportive and inclusive school environment for immigrant children.
|Advisor:||Tryon, Georgiana S.|
|Commitee:||Johnson, Helen, Verkuilen, Jay|
|School:||City University of New York|
|School Location:||United States -- New York|
|Source:||DAI-B 75/03(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Psychology, Hispanic American studies|
|Keywords:||Externalizing problems, Immigrant students, Internalizing problems, Latino adolescents, School belonging, School psychology|
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