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The relationship of model minority s...

Cho, Heekyung.

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The relationship of model minority stereotype, Asian cultural values, and acculturation to goal orientation, academic self-efficacy, and academic achievement in Asian American college students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship of model minority stereotype, Asian cultural values, and acculturation to goal orientation, academic self-efficacy, and academic achievement in Asian American college students./
Author:	Cho, Heekyung.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: 3611.
Contained By:	Dissertation Abstracts International72-10A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3465964
ISBN:	9781124786926

The relationship of model minority stereotype, Asian cultural values, and acculturation to goal orientation, academic self-efficacy, and academic achievement in Asian American college students.
Cho, Heekyung.

The relationship of model minority stereotype, Asian cultural values, and acculturation to goal orientation, academic self-efficacy, and academic achievement in Asian American college students. - 111 p.

Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page: 3611.

Thesis (Ed.D.)--University of Southern California, 2011.

The purpose of this study was to explore the relationship of Model Minority Stereotype (MMS), Asian Cultural Values (ACV), and Acculturation (ACC) to goal orientation, academic self-efficacy and academic achievement for Asian American college students. Participants included 182 Asian American undergraduates who completed an online survey. Results suggested that MMS, ACV, and ACC were all important predictors of goal orientation in Asian American college students. Belief in the MMS under the Internalization of Model Minority Stereotype Scale (IMMSS) was found to be a significant predictor for academic self-efficacy. In relation to academic achievement, MMS and ACV were found to be correlated with Scholastic Aptitude Test (SAT) scores. MMS and ACC to European American culture were correlated with the number of Advanced Placement (AP) classes taken. While some previous studies had investigated the various cultural and familial influences on the academic achievement of Asian American college students, this study provided a unique opportunity for researchers and practitioners to gain an understanding of the specific pattern of relationship of MMS, ACV, and ACC to goal orientation, academic self-efficacy, and academic achievement in Asian American college students. With this new knowledge, researchers and practitioners may be able continue to build a stronger understanding of the role of MMS, ACV, and ACC on the academic achievement of Asian American college students.

ISBN: 9781124786926Subjects--Topical Terms:

1017560
Education, Educational Psychology.

The relationship of model minority stereotype, Asian cultural values, and acculturation to goal orientation, academic self-efficacy, and academic achievement in Asian American college students.
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520 $a The purpose of this study was to explore the relationship of Model Minority Stereotype (MMS), Asian Cultural Values (ACV), and Acculturation (ACC) to goal orientation, academic self-efficacy and academic achievement for Asian American college students. Participants included 182 Asian American undergraduates who completed an online survey. Results suggested that MMS, ACV, and ACC were all important predictors of goal orientation in Asian American college students. Belief in the MMS under the Internalization of Model Minority Stereotype Scale (IMMSS) was found to be a significant predictor for academic self-efficacy. In relation to academic achievement, MMS and ACV were found to be correlated with Scholastic Aptitude Test (SAT) scores. MMS and ACC to European American culture were correlated with the number of Advanced Placement (AP) classes taken. While some previous studies had investigated the various cultural and familial influences on the academic achievement of Asian American college students, this study provided a unique opportunity for researchers and practitioners to gain an understanding of the specific pattern of relationship of MMS, ACV, and ACC to goal orientation, academic self-efficacy, and academic achievement in Asian American college students. With this new knowledge, researchers and practitioners may be able continue to build a stronger understanding of the role of MMS, ACV, and ACC on the academic achievement of Asian American college students.
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