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Mental health and academic achievement
Descriptive
TitleInfo
Title
Mental health and academic achievement
SubTitle
the effect of self-efficacy
Name
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(type = family)
White
NamePart
(type = given)
Gwyne Withorn
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Gwyne Withorn White
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author
Name
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Elias
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(type = given)
Maurice
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Maurice Elias
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Advisory Committee
Role
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chair
Name
(type = personal)
NamePart
(type = family)
Harris
NamePart
(type = given)
Sandra
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Sandra Harris
Affiliation
Advisory Committee
Role
RoleTerm
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internal member
Name
(type = personal)
NamePart
(type = family)
Schneider
NamePart
(type = given)
Kenneth
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Kenneth Schneider
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Weissbourd
NamePart
(type = given)
Richard
DisplayForm
Richard Weissbourd
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
outside member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - New Brunswick
Role
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school
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Text
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theses
OriginInfo
DateCreated
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2016
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2016-10
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2016
Place
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xx
Language
LanguageTerm
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(type = code)
eng
Abstract
(type = abstract)
Academic success can be considered a core metric by which to measure the relative success of a youth's childhood as the skills conveyed and measured in school are such as to foster positive long-term outcomes. Therefore, all efforts ought to be made towards encouraging this achievement. School success however, is a complex phenomenon shaped by a wide variety of factors and many Latino adolescents are missing opportunities to develop their full potential in the United States educational system. The goal of this project was to present a perspective on students' relationship to their academic outcomes that emphasizes the role of the mental health and self-efficacy of Latino youth towards their learning and academic success. The present study examined the relationship between students' broad mental health risk, general self-efficacy, and achievement outcomes. The district in which this study was conducted has one of the lowest graduation rates in the state of New Jersey (under 60%) and reading and math testing scores ranking below the 15th percentile. The high school was comprised of 1397 students, grades 9 through 12 of whom 485 met criteria for further analysis by virtue of being Latino, completing the Pediatric Symptom Checklist (PSC) and the General Self-Efficacy Scale (GSE) as well as meeting other demographic criteria. The results of this study indicated that mental health risk's impact on academic achievement outcomes are mediated by perceived general self-efficacy. This finding appears most significantly for the relationship between internalizing symptoms and final Language Arts grade as well as GPA. Specifically, the current study found that when an adolescent's self-reported internalizing symptoms go up by 1, the indirect, mediated effect by self-efficacy is that final Language Arts grade goes down by .16 and GPA goes down by .01. Broadly, the effect sizes reflecting these findings are small, but add to the field suggesting that academic self-efficacy is a predictor of school success for Latino students. The findings here offer an important potential area for intervention that can and ought to be explored in furtherance of the goal of encouraging school achievement in at-risk populations.
Subject
(authority = RUETD)
Topic
Psychology
Subject
(authority = ETD-LCSH)
Topic
Academic achievement
Subject
(authority = ETD-LCSH)
Topic
Self-efficacy
Subject
(authority = ETD-LCSH)
Topic
Students--Mental health
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_7594
PhysicalDescription
Form
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (ix, 98 p. : ill.)
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Gwyne Withorn White
RelatedItem
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TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier
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rucore19991600001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3JH3PGX
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
White
GivenName
Gwyne
MiddleName
Withorn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2016-09-19 20:30:51
AssociatedEntity
Name
Gwyne White
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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2016-09-19T20:25:31
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