Stress and Literacy Achievement: The Potential Moderating Role of Socioemotional Factors for Dual Language and Non-Dual Language Students

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dc.contributor.advisorO'Neal, Colleen Ren_US
dc.contributor.authorGoldthrite, Antoinette Marieen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2019-09-26T05:30:38Z
dc.date.available2019-09-26T05:30:38Z
dc.date.issued2019en_US
dc.description.abstractThe achievement gap is one of the most pervasive education problems in the United States. Stress may contribute to this achievement gap, since it is inversely related to achievement. Dual Language Learners (DLLs) may face a wide variety of stressors that contribute to their lower grades, relative to their non-DLL peers. Researchers have turned to a slew of socioemotional factors to see which may help reduce the gap between ethnic minority and White students. However, in the face of stress, these factors may not all be equally protective. This study explored the potential protective effects of three socioemotional factors – grit, growth mindset, and anger regulation - by using moderation analyses within both a self-regulation and a risk and resilience framework in an ethnically diverse sample of 3rd, 4th, and 5th grade students. Results were compared between the DLL (N = 81) and non-DLL (N = 170) students. Results indicated that grit was a significant moderator of the relationship between stress and reading achievement for the for the DLL subsample; those with high grit outperformed those with low grit in times of high stress. Additionally, in the DLL group, growth mindset moderated this relationship; those with high growth mindset outperformed those with low growth mindset in times of low perceived stress, while those with low and high growth mindset performed similarly in times of high perceived stress. Anger regulation was a significant moderator for the non-DLL group; those with reporting high usage of anger regulation skills outperformed those with low use of anger regulation in times of high stress. The findings of this study suggest that there may be different protective factors for different groups facing stress, though more research needs to be conducted to explore this relationship. School administrators and school psychologists should continue to consider the potential benefits of fostering socioemotional skills to promote reading achievement but are cautioned to critically consider and tailor which interventions are selected for which students.en_US
dc.identifierhttps://doi.org/10.13016/sk22-xmuf
dc.identifier.urihttp://hdl.handle.net/1903/24922
dc.language.isoenen_US
dc.subject.pqcontrolledEducational psychologyen_US
dc.subject.pquncontrolledanger regulationen_US
dc.subject.pquncontrolleddual language learnersen_US
dc.subject.pquncontrolledgriten_US
dc.subject.pquncontrolledgrowth mindseten_US
dc.subject.pquncontrolledliteracyen_US
dc.subject.pquncontrolledstressen_US
dc.titleStress and Literacy Achievement: The Potential Moderating Role of Socioemotional Factors for Dual Language and Non-Dual Language Studentsen_US
dc.typeDissertationen_US

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