Correlates of Self-Esteem of Mexican American Adolescents

1982 ◽  
Vol 51 (3) ◽  
pp. 771-774 ◽  
Author(s):  
Stephen Powers ◽  
Virginia V. Sanchez
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Reading Achievement ◽  
Mexican American ◽  
Self Esteem ◽  
Two Measures ◽  
Mexican American Adolescents ◽  
At Home

The correlations between self-esteem and two linguistic measures, two measures of socioeconomic status, and three measures of academic achievement were calculated for 87 Mexican American adolescents. Self-esteem correlated .25 with the rated extent to which English was spoken at home. Moreover, self-esteem was positively correlated with occupation (.22) and reading achievement (.25). Generally, correlations were small to moderate in magnitude.

Affective Bicultural and Global-Human Identity Scales for Mexican-American Adolescents

1997 ◽  
Vol 80 (3) ◽  
pp. 1027-1039 ◽  
Author(s):  
Aghop Der-Karabetian ◽  
Yolanda Ruiz
Keyword(s):  
Los Angeles ◽  
Mexican American ◽  
The United States ◽  
Self Esteem ◽  
Human Identity ◽  
Latino Identity ◽  
Academic Aspiration ◽  
Latino American ◽  
First And Second Generation ◽  
Mexican American Adolescents

Scales were developed to measure affective aspects of Latino, American, and global-human identities among first- and second-generation Mexican-American adolescents. Participants were 84 boys and 93 girls from the Los Angeles high schools. 60 were born in Mexico, and 117 were born in the United States and had at least one parent born in Mexico. The affective Latino and American measures were independent and predictably related to a behaviorally oriented measure of acculturation. They were also used to identify Berry's four modes of acculturation: Separated, Assimilated, Marginalized, and Bicultural. The four acculturation groups rated similarly on self-esteem and academic aspiration. The first and second generations each scored higher on Latino identity than on American identity.

Effects of Socioeconomic Status and Acculturation on Accelerometer-Measured Moderate-to-Vigorous Physical Activity Among Mexican American Adolescents: Findings from NHANES 2003–2004

2012 ◽  
Vol 9 (8) ◽  
pp. 1155-1162 ◽  
Author(s):  
Hyo Lee ◽  
Bradley J. Cardinal ◽  
Paul D. Loprinzi
Keyword(s):  
Physical Activity ◽  
Socioeconomic Status ◽  
Mexican American ◽  
Vigorous Physical Activity ◽  
Physical Activity Promotion ◽  
Target Population ◽  
Self Report ◽  
Interactive Effects ◽  
Activity Promotion ◽  
Mexican American Adolescents

Background:Socioeconomic status (SES) and acculturation are potential contributors of adolescent physical activity disparity among ethnic groups in the U.S. However, studies relying on self-report physical activity measures have reported inconsistent findings regarding sociocultural predictors of physical activity. Therefore, the current study examined the main and interactive effects of SES and acculturation on accelerometer-measured moderate-to-vigorous intensity physical activity (MVPA) among Mexican American adolescents.Methods:The National Health and Nutrition Examination Survey 2003–2004 was analyzed. Samples of 153 and 169 Mexican American boys and girls, respectively, were analyzed. SES was indicated by poverty-to-income ratio (PIR); and acculturation was measured by 5-item English preference scales and adolescent and parental country of birth. Regression models were tested separately for boys and girls.Results:U.S.-born boys compared with immigrants did more MVPA (β = .48, P < .01). On the contrary, the effect of English preference on MVPA in boys was negative (β = –.05, P < .01) and amplified by higher SES (β = –.02, P < .01). For girls, none of the tested variables were significant.Conclusions:Higher SES was a risk factor for physical inactivity in Mexican American adolescents, by a moderating mechanism. In addition, physical activity promotion efforts need to consider English speaking and immigrant Mexican American adolescent boys as a target population.

scholarly journals A Proposal of Spatial Measurement of Peer Effect through Socioeconomic Indices and Unsatisfied Basic Needs

Economies ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 72
Author(s):  
Gregorio Gimenez ◽  
Denisa Ciobanu ◽  
Beatriz Barrado
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Peer Effects ◽  
Unobserved Heterogeneity ◽  
Basic Needs ◽  
Costa Rican ◽  
Peer Effect ◽  
Socioeconomic Index ◽  
Two Measures ◽  
Mathematics And Science

This paper investigates peer effects in the academic achievement of Costa Rican students. Two measures of peer effects are used: (1) a measure of a schools’ average socioeconomic status and (2) a measure of unsatisfied basic needs at district level. The estimation of a three-level hierarchical model allows us to deal with selection bias and unobserved heterogeneity. Results show that socioeconomic peer effect, both at school and district levels, positively and significantly correlates with academic achievement. An increase in one standard deviation in the socioeconomic index has the same effect on academic achievement as an additional year of schooling; two years if the improvement occurs in the index of unsatisfied basic needs. These results are robust for mathematics, reading and science. Results from quantile regression reveal that students with high academic achievement take greater advantages from studying in schools with higher socioeconomic status (mathematics and reading). Meanwhile, students with low academic achievement are the most affected by studying in poorer districts (mathematics and science).These results show the strong feedback between educational and social inequity and constitute a good example of how poverty traps can persist in developing countries.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

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