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Narrative Reflections on Developing ...

Hendley, Catherine.

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Narrative Reflections on Developing Academic Self-Concepts in Foster Children.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Narrative Reflections on Developing Academic Self-Concepts in Foster Children./
作者:	Hendley, Catherine.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.
Contained By:	Dissertation Abstracts International75-12A(E).
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3632414
ISBN:	9781321117431

Narrative Reflections on Developing Academic Self-Concepts in Foster Children.
Hendley, Catherine.

Narrative Reflections on Developing Academic Self-Concepts in Foster Children. - 137 p.

Source: Dissertation Abstracts International, Volume: 75-12(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

Self-perceptions of academic ability often influence academic achievement and could present an obstacle to high school graduation for foster children. The purpose of this qualitative study was to explore the process of developing academic self-concepts in former foster children. Elements from Bronfenbrenner's ecological systems theory and Turner's self-categorization theory provided a foundation for the conceptual framework of the study. The 3 research questions included information about (a) the events and experiences that contributed to the development of self-concepts in former foster children; (b) the interactions between events, experiences, and personal relationships that influence individual perceptions; and (c) insights from participants that could improve schooling for current and future foster children. Adults who were in foster care during their high school years participated in 2 interviews of 30-60 minutes each. Data collection included transcripts from interviews and researcher memos. A narrative design allowed for detailed descriptions including writing participants' narratives and coding for themes. The primary themes included a sense of belonging, academic motivation, and ways of dealing with stress. Themes also revealed that academic self-concept may develop prior to high school and may contribute to resilience; moreover, themes suggested that this resilience, rather than academic self-concept, was the strongest contributor to achieving high school graduation. Educators may use the results of this study to inform improvements in curriculum, instruction, and school climate for students living in foster care.

ISBN: 9781321117431Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Narrative Reflections on Developing Academic Self-Concepts in Foster Children.
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