東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Closing the achievement gap: The rel...

Drati, Ben Amuku.

Linked to FindBook

Google Book

Amazon

博客來

Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents./
Author:	Drati, Ben Amuku.
Description:	94 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3687.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	African American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424354
ISBN:	9781124233680

Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents.
Drati, Ben Amuku.

Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents. - 94 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3687.

Thesis (Ed.D.)--California State University, Fresno, 2010.

The purpose of this study was to investigate whether African American high school students' emotional intelligence and their race identity attitudes are related to their academic achievement. The following research questions were explored in the study: What is the correlation between African American adolescents' race identity attitudes and their academic achievement? What is the correlation between an African American adolescents' emotional intelligence and their academic achievement? What is the correlation between African American adolescents' race identity attitudes and emotional intelligence?

ISBN: 9781124233680Subjects--Topical Terms:

1669123
African American Studies.

Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents.
LDR:02429nam 2200301 4500 001 1399168
005 20110922101040.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124233680
035 $a (UMI)AAI3424354
035 $a AAI3424354
040 $a UMI $c UMI
100 1 $a Drati, Ben Amuku. $3 1678111
245 1 0 $a Closing the achievement gap: The relationship between emotional intelligence, race identity attitudes, and academic achievement with African American adolescents.
300 $a 94 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3687.
500 $a Adviser: Kenneth Magdaleno.
502 $a Thesis (Ed.D.)--California State University, Fresno, 2010.
520 $a The purpose of this study was to investigate whether African American high school students' emotional intelligence and their race identity attitudes are related to their academic achievement. The following research questions were explored in the study: What is the correlation between African American adolescents' race identity attitudes and their academic achievement? What is the correlation between an African American adolescents' emotional intelligence and their academic achievement? What is the correlation between African American adolescents' race identity attitudes and emotional intelligence?
520 $a Representing three high schools, a total of 165 African American students were invited to participate in the study. The students were randomly selected and administered the EQ-i:YV(S) and CRIS surveys. Students' survey results were correlated against each other and against their 2008/2009 ELA CST scale scores. Analyses indicated positive, modest, and significant adaptability subscales of EI to ELA results. MICI attitudes were positively, modestly, and significantly correlated to ELA results. MICI results were positively and significantly correlated with adaptability. Adaptability and multicultural inclusive attitudes are discussed in the context of Oppositional Culture, Nigrescence, and emotional intelligence theories in relation to academic achievement for African American adolescents.
590 $a School code: 6050.
650 4 $a African American Studies. $3 1669123
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Multilingual. $3 1669153
690 $a 0296
690 $a 0443
690 $a 0455
710 2 $a California State University, Fresno. $3 1017612
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Magdaleno, Kenneth, $e advisor
790 $a 6050
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424354