The Infona portal uses cookies, i.e. strings of text saved by a browser on the user's device. The portal can access those files and use them to remember the user's data, such as their chosen settings (screen view, interface language, etc.), or their login data. By using the Infona portal the user accepts automatic saving and using this information for portal operation purposes. More information on the subject can be found in the Privacy Policy and Terms of Service. By closing this window the user confirms that they have read the information on cookie usage, and they accept the privacy policy and the way cookies are used by the portal. You can change the cookie settings in your browser.
Widespread approaches to the conceptualization and measurement of social capital have been subjected to critical examination in recent years; some argue that its meaning and impact have been diluted. Many authors have subsequently clarified the concept of social capital as fungible resources: social norms, rules, and obligations formed from youths' social networks that provide benefits to youth that further positive development. Using latent profile analysis on social capital data gathered from middle school students, the authors offer a measurement approach that more closely reflects this conceptualization by more effectively accounting for critical information about the varied sources and the aggregate effects of those sources of capital. The authors label the resulting multiple microsystem patterns of social capital “portfolios,” making explicit the conceptual connection of social capital to other forms of capital...
Self‐report data from 2,088 sixth‐grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth‐grade end‐of‐the‐year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel modeling and control for the influence of students' demographics, trouble avoidance, and perceived support from adults and peers, we found that students' perceptions of their parents' expectations of their school behavior had a small but positive and statistically significant influence on their math and reading scores approximately 3 years later. Implications for the implementation of evidence‐based interventions in schools are discussed.
Set the date range to filter the displayed results. You can set a starting date, ending date or both. You can enter the dates manually or choose them from the calendar.