ArticlePsychology in the schools2020
Academic Achievement Among a Sample of Youth in Foster Care: The Role of School Connectedness.
Article in Psychology in the schools, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- Article
- Review
- Empowering future educators: how school connectedness relates to employability through future work self salience and learning engagement.BMC psychology · 2025Article
- The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations.Behavioral sciences (Basel, Switzerland) · 2024Article
- A Meta-Regression of Racial Disparities in Wellbeing Outcomes During and After Foster Care.Trauma, violence & abuse · 2023Review
- Academic Performance in Institutionalized and Noninstitutionalized Children: The Role of Cognitive Ability and Negative Lability.Children (Basel, Switzerland) · 2023Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Research shows that youth in foster care experience poor academic performance and disciplinary actions in school more frequently than do non-foster care youth. The purpose of this cross-sectional study was to further examine youth in foster care and the relationship between individual/intrapersonal factors (future orientation and school connectedness) and exosystem factors (number of placement and school moves) and academic performance (grades) and disciplinary referrals among 363 youth (9-11 years of age; males=52.9%). Controlling for key variables, hierarchical linear regression analysis was utilized to understand how well students' school connectedness, future outlook, number of placement changes, and number of school moves predicted academic and disciplinary outcomes. Beyond the variance explained by control variables, school connectedness made a significant contribution to this model. Results are discussed in the context of implementing interventions that foster school connectedness among this vulnerable population.
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Registered trials
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