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An exploration of the relationships ...

Hernandez, Diley.

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An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education./
作者:	Hernandez, Diley.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
標題:	Psychology, Social. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3453821
ISBN:	9781124621876

An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education.
Hernandez, Diley.

An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education. - 203 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--The University of Arizona, 2011.

The purpose of this study was to identify significant relationships between identity threat, relatedness or sense of belongingness, and academic achievement in a sample of minority college students who were enrolled in an underrepresented academic field in higher education. Our sample included 56 Hispanic students enrolled in an organic chemistry class at a southwest university. Findings show that ethnic sense of belongingness positively predicted classroom sense of belongingness, which in turn predicted effort. This relationship was also impacted by students' perceptions of self-efficacy to achieve, teacher trust and academic support, and intrinsic motivation and know and accomplish. Overall, findings highlight the influence of ethnic sense of belongingness at school, in achievement and motivational processes in the classroom.

ISBN: 9781124621876Subjects--Topical Terms:

529430
Psychology, Social.

An exploration of the relationships among relatedness, identity threat, and academic achievement in minority students in higher education.
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