School moves, coping and achievement: models of possible interactions

Boon, Helen Joanna (2011) School moves, coping and achievement: models of possible interactions. Journal of Educational Research, 104 (1). pp. 54-70.

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DOI: 10.1080/00220670903567372

View at Publisher Website: http://dx.doi.org/10.1080/00220670903567...

Abstract

A sample of 1,050 regional Australian secondary students participated in a study investigating the relationship between mobility and academic achievement. Measures of mobility, academic achievement, suspensions, coping strategies, parental education, and family structure were used to test the hypothesis that academic coping strategies interact with mobility to negatively predict behavioral problems and academic achievement or, alternatively, to support academic achievement in mobile students. Analyses applied to a theoretical model indicated that positive coping strategies protect students from behavioral problems and lower academic achievement linked to mobility. The model accounted for 53% of the variance in achievement. Possible explanations for prior inconsistent findings are suggested.


Item ID:	16272
Item Type:	Article (Research - C1)
ISSN:	1940-0675
Keywords:	achievement; adolescents; behavior; coping; mobility; SEM; suspensions
Date Deposited:	15 Jun 2011 01:52
FoR Codes:	13 EDUCATION > 1301 Education Systems > 130106 Secondary Education @ 35% 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 65%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 40% 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) @ 20% 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930103 Learner Development @ 40%
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