Sense of School Membership and Associated Academic and Psychological Outcomes in Post-Institutionalized Adopted High School Students

Steven R. Lutes, Anna E. Johnson, Megan R Gunnar

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Research highlights lasting cognitive and academic challenges in youth internationally adopted from institutional care. However, there is a lack of research examining internationally adopted students' sense of membership at school and associated academic and psychological outcomes. The current study measured sense of school membership and academic and psychological outcomes in post-institutionalized internationally adopted high school students (n = 29) compared to adolescents internationally adopted from foster care (n = 28) and non-adopted adolescents (n = 32). Post-institutionalized males had a lower sense of school membership than males adopted from foster care or non-adopted males. Group differences in school membership were mediated by academic achievement and psychological well-being.

Original languageEnglish (US)
Pages (from-to)81-98
Number of pages18
JournalAdoption Quarterly
Volume19
Issue number2
DOIs
StatePublished - Apr 2 2016

Keywords

  • Sense of school membership
  • academic achievement
  • adolescence
  • institutional care
  • international adoption

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