A study was conducted among a sample of Korean American students to investigate the potential moderation of the risks related to English proficiency by the protection of school belonging. Perceived scholastic competence, self-reported school grades, and academic expectancies were used for dependent variables. It was hypothesized that students with higher sense of belonging would be less affected by English proficiency than their peers with lower sense of belonging. The risk of English proficiency was confirmed. However, school belonging did not have as much of an effect as expected and students with higher English proficiency seemed to gain more benefit from increased school belonging. This finding reminds educators of the pressing importance of English proficiency, and future research is suggested to investigate the unique effects of belonging among students of Korean, and perhaps other Asian, backgrounds.
| Identifer | oai:union.ndltd.org:GEORGIA/oai:digitalarchive.gsu.edu:honors_theses-1008 |
| Date | 14 December 2011 |
| Creators | Barclay, Christopher M |
| Publisher | Digital Archive @ GSU |
| Source Sets | Georgia State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Undergraduate Honors Theses |
Page generated in 0.0031 seconds