Abstract
ABSTRACT Using the psychosociocultural approach, the mediating role of perceptions of high school responsiveness on perceived academic abilities, mentorship, and school environment with academic persistence decisions, respectively, was examined. For a sample of 104 Latinx high school students, results revealed a meaningful reduction in the relationships between academic abilities and mentorship with persistence decisions. High school responsiveness fully mediated the relationship between school environment and persistence decisions. The study highlights the unequivocal role that administrators, teachers, and other student service personnel have to create responsive and supportive learning contexts to enhance persistence decisions. Implications for research and practice are discussed.
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