The Long-Term Influence of Social Support on Academic Engagement Among Latino Adolescents: Analysis of Between-Person and Within-Person Effects Among Mexican and Other Latino Youth

Citation

Elsaesser, Caitlin; Heath, Ryan; Kim, Jong-Bae; & Bouris, Alida (2016). The Long-Term Influence of Social Support on Academic Engagement Among Latino Adolescents: Analysis of Between-Person and Within-Person Effects Among Mexican and Other Latino Youth. Youth and Society. vol. 50 (8) pp. 1123-1144

Abstract

Latino youth are the fastest growing group of ethnic minority adolescents in the United States, but their educational needs remain underserved. Although research exploring academic engagement has expanded in recent years, the majority of research examining academic engagement among Latino youth has been cross-sectional. Using data from the National Longitudinal Study of Adolescent to Adult Health, the present investigation used a within-person and between-person analysis to examine the long-term influence of social support from teachers, family, and peers on academic engagement among a nationally representative sample of Latino adolescents. Findings indicated that between-person teacher support and family support were associated with higher academic engagement for all youth. In contrast, within-person teacher support was associated with higher academic engagement, but only for Mexican American youth. Implications for future research and practice are discussed.

URL

http://dx.doi.org/10.1177%2F0044118x16656086

Keyword(s)

education

Reference Type

Journal Article

Journal Title

Youth and Society

Author(s)

Elsaesser, Caitlin
Heath, Ryan
Kim, Jong-Bae
Bouris, Alida

Year Published

2016

Volume Number

50

Issue Number

8

Pages

1123-1144

Edition

June 29, 2016

DOI

10.1177/0044118x16656086

Reference ID

9051