Developmental Strengths, School Bonding, and Academic Achievement in First Nation's Youth
Abstract
The present study explored the developmental strengths that youth from Tsuut’ina Middle and Senior High school possess. It explored what developmental assets - internal and external – are self-reported by a sample of Tsuut’ina First Nation youth, as well as the degree to which students are connected to their school (i.e., school bonding). Correlational analyses were conducted to determine whether school bonding and developmental assets were related to one’s academic achievement. Results revealed that both internal and external assets were deemed to be within the ‘fair’ range. Middle school students reported greater levels of total assets compared to senior high school students. Further, Tsuut’ina First Nation youth reported moderate level of school bonding, reporting strong attachment, and moderate belief in school rules and commitment. There were few significant associations found between developmental assets and academic achievement, or school bonding and academic achievement. Interpretations and implications of these results are provided.
Description
Keywords
Educational Psychology
Citation
Winterflood, H. (2016). Developmental Strengths, School Bonding, and Academic Achievement in First Nation's Youth (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25633