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Direct linkWitkow, Melissa R.; Gillen-O'Neel, Cari; Fuligni, Andrew J. – Journal of Applied Developmental Psychology, 2012
The importance of school-based social engagement for students' school identification and persistence has been well established among adolescents. No work, however, has examined the extent to which social engagement and school identification differ between students from Latino, Asian, and European-American backgrounds enrolled in community versus…
Descriptors: College Students, Grade 12, Identification, Student Attitudes
Fuligni, Andrew J.; Witkow, Melissa – Journal of Research on Adolescence, 2004
Approximately 650 youth from a variety of ethnic and generational backgrounds participated in a longitudinal study of the postsecondary educational experiences of youth from immigrant families. Youth completed questionnaires and provided official school records in the 12th grade and participated in a phone interview 3 years later. Youth from…
Descriptors: Comparative Analysis, Questionnaires, Immigrants, Longitudinal Studies
Dimensions of Family Connectedness among Adolescents with Mexican, Chinese, and European Backgrounds
Hardway, Christina; Fuligni, Andrew J. – Developmental Psychology, 2006
Multiple dimensions of adolescents' connectedness with their families were investigated among 489 9th-grade students (M = 14.86 years) from families with Mexican, Chinese, and European backgrounds. Participants reported on various aspects of their family relationships and completed diary checklists of daily behaviors for a 2-week period. …
Descriptors: Mexican Americans, Adolescents, Family Relationship, Asian Americans
