Sense of School Membership and Associated Academic and Psychological Outcomes in Post-Institutionalized Adopted High School Students. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Lutes, Steven R.; Johnson, Anna E.; Gunnar, Megan R.
• Is Part Of: Adoption quarterly. Volume 19:Issue 2(2016)
• Page Start: 81
• Page End: 98
• Publication Date: 2016-04-02
• Subjects: Sense of school membership -- academic achievement -- international adoption -- institutional care -- adolescence; Adoption -- Periodicals; 362.734
• DOI: 10.1080/10926755.2015.1088108
• Languages: English
• ISSNs: 1092-6755

Abstract

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.