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The influence of past school achieve...

Moore, Julie Anne.

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The influence of past school achievement on emerging beliefs about education and ethnicity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The influence of past school achievement on emerging beliefs about education and ethnicity./
作者:	Moore, Julie Anne.
面頁冊數:	100 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3747.
Contained By:	Dissertation Abstracts International65-07B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3140373
ISBN:	049687514X

The influence of past school achievement on emerging beliefs about education and ethnicity.
Moore, Julie Anne.

The influence of past school achievement on emerging beliefs about education and ethnicity. - 100 p.

Source: Dissertation Abstracts International, Volume: 65-07, Section: B, page: 3747.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2004.

The relationships among academic achievement, ethnic identity, and academic identity were explored in a sample of 190 African American 8th graders. It was hypothesized that while ethnic identity would support achievement striving overall, this would be especially true for students who had demonstrated consistent high achievement in school. Conversely, lower achievers would be more likely to show patterns of disidentification by the 8th grade, with no relationship between their ethnic and academic identities since academic identity would already be divorced from actual achievement experiences. Four components of academic identity were measured: academic self-concept, abstract achievement attitudes/educational ideals, concrete achievement attitudes/barrier perceptions, and school attachment. Three components of ethnic identity were studied: general ethnic identity, ethnic salience, and community achievement values. Prior achievement was operationalized as clusters of longitudinal trajectories of standardized end-of-grade test scores from grades 3 through 6 resulting in four groups---consistent achievers, improvers, average/math improvers and average/reading improvers.

ISBN: 049687514XSubjects--Topical Terms:

1017560
Education, Educational Psychology.

The influence of past school achievement on emerging beliefs about education and ethnicity.
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520 $a The relationships among academic achievement, ethnic identity, and academic identity were explored in a sample of 190 African American 8th graders. It was hypothesized that while ethnic identity would support achievement striving overall, this would be especially true for students who had demonstrated consistent high achievement in school. Conversely, lower achievers would be more likely to show patterns of disidentification by the 8th grade, with no relationship between their ethnic and academic identities since academic identity would already be divorced from actual achievement experiences. Four components of academic identity were measured: academic self-concept, abstract achievement attitudes/educational ideals, concrete achievement attitudes/barrier perceptions, and school attachment. Three components of ethnic identity were studied: general ethnic identity, ethnic salience, and community achievement values. Prior achievement was operationalized as clusters of longitudinal trajectories of standardized end-of-grade test scores from grades 3 through 6 resulting in four groups---consistent achievers, improvers, average/math improvers and average/reading improvers.
520 $a Limited support was found for the importance of prior academic achievement on the relationship between academic and ethnic identities among early adolescents. Only two relationships out of a possible 12 among identity constructs varied by prior academic achievement. Groups that were relatively higher achievers showed a positive relationship between community achievement values and beliefs about educational ideals; and between community achievement values and school attachment, indicating that ethnic identity supports achievement striving for some students. These relationships between academic and ethnic identity constructs were not significant for groups that were lower achieving. The discussion addresses implications these findings have for understanding identity development in early adolescents, what educators and parents can do to foster positive identity development, and unique aspects of the current study.
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