Assessing the Protective Effects of School Belonging Against the Risk of Limited English Proficiency
Date of Award
12-14-2011
Degree Type
Thesis
Degree Name
Bachelor of Science (BS)
Department
Psychology
First Advisor
Dr. Scott Weaver
Second Advisor
Dr. Chris Henrich
Abstract
A study was conducted among a sample of Korean American students to investigate the potential moderation of the risks related to English proficiency by the protection of school belonging. Perceived scholastic competence, self-reported school grades, and academic expectancies were used for dependent variables. It was hypothesized that students with higher sense of belonging would be less affected by English proficiency than their peers with lower sense of belonging. The risk of English proficiency was confirmed. However, school belonging did not have as much of an effect as expected and students with higher English proficiency seemed to gain more benefit from increased school belonging. This finding reminds educators of the pressing importance of English proficiency, and future research is suggested to investigate the unique effects of belonging among students of Korean, and perhaps other Asian, backgrounds.
DOI
https://doi.org/10.57709/2465212
Recommended Citation
Barclay, Christopher M., "Assessing the Protective Effects of School Belonging Against the Risk of Limited English Proficiency." Thesis, Georgia State University, 2011.
doi: https://doi.org/10.57709/2465212