TY - JOUR
T1 - Immigrant students' homework
T2 - Ecological perspective on facilitators and impediments to task completion
AU - Bang, Hee Jin
AU - Suárez-Orozco, Carola
AU - O'Connor, Erin
PY - 2011/11
Y1 - 2011/11
N2 - A significant body of research has addressed factors associated with homework completion among mainstream English-speaking students, yet there is little such research focusing on immigrant adolescents. This study uses data from the Longitudinal Immigrant Student Adaptation Study to examine individual and ecological context characteristics associated with homework completion among newcomer immigrant students from Central America, the Dominican Republic, Haiti, Mexico, and China. Regression analyses showed that strong academic skills, classroom engagement, and school violence were significant predictors of homework completion. Additionally, several indirect effects were found. Students' classroom engagement mediated the effects of parental employment and family composition on their homework completion. Classroom engagement and academic skills also mediated the effect of gender on homework completion. Implications for practice and policy are discussed.
AB - A significant body of research has addressed factors associated with homework completion among mainstream English-speaking students, yet there is little such research focusing on immigrant adolescents. This study uses data from the Longitudinal Immigrant Student Adaptation Study to examine individual and ecological context characteristics associated with homework completion among newcomer immigrant students from Central America, the Dominican Republic, Haiti, Mexico, and China. Regression analyses showed that strong academic skills, classroom engagement, and school violence were significant predictors of homework completion. Additionally, several indirect effects were found. Students' classroom engagement mediated the effects of parental employment and family composition on their homework completion. Classroom engagement and academic skills also mediated the effect of gender on homework completion. Implications for practice and policy are discussed.
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U2 - 10.1086/662008
DO - 10.1086/662008
M3 - Article
AN - SCOPUS:80053894971
SN - 0195-6744
VL - 118
SP - 25
EP - 55
JO - American Journal of Education
JF - American Journal of Education
IS - 1
ER -