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    Social-emotional competence may be a protective factor for academic achievement among American Indian and Alaska Native (AI/AN) students. This study used Fisher's r to Z transformations to test for group differences in the magnitude of relationships between social-emotional competence and achievement. Hierarchical linear modeling was used to determine the variance in academic achievement explained by student race, poverty, and social-emotional competence, and the schoolwide percentage of students by race. Data are from 335 students across 6 schools. This study suggests that promoting social-emotional competence among AI/AN students could be a strategy for reducing disparities in academic achievement and the consequences of these disparities.

    Citation

    Jennifer Chain, Valerie B Shapiro, Paul A LeBuffe, Ann McKay Bryson, American Indian and Alaska Native Advisory Committee. Academic Achievement of American Indian and Alaska Native Students: Does Social Emotional Competence Reduce the Impact of Poverty. American Indian and Alaska native mental health research (Online). 2017;24(1):1-29


    PMID: 28562835

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