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Race Achievement Gap: How Motivation...

Taylor, Evelyn.

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Race Achievement Gap: How Motivation Orientation, School Climate, and Academic Self-Concept Predict School Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Race Achievement Gap: How Motivation Orientation, School Climate, and Academic Self-Concept Predict School Achievement./
作者:	Taylor, Evelyn.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: B.
Contained By:	Dissertation Abstracts International75-06B(E).
標題:	Social psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3579647
ISBN:	9781303778933

Race Achievement Gap: How Motivation Orientation, School Climate, and Academic Self-Concept Predict School Achievement.
Taylor, Evelyn.

Race Achievement Gap: How Motivation Orientation, School Climate, and Academic Self-Concept Predict School Achievement. - 176 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: B.

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

This item must not be sold to any third party vendors.

The Black-White achievement gap has been an ongoing problem in school districts across the United States; evidenced by the persistent disparities between Black and White students' academic outcomes. According to self-determination theory (SDT), the most widely used theory in educational research to explain school achievement, motivation orientation and school climate factors play an important role in students' school performance. Little is known about whether and how motivation orientations impact academic outcomes in Black students because most SDT research has been limited to studies with White populations. The few studies that have included Black populations, suggest there may be racial differences in how motivation orientations influence achievement. The purpose of this quantitative study was to examine how well the study variables (motivation orientation, perceptions of school climate, and academic self-concept) predict academic achievement in Black students separately from how well the study variables predict academic achievement in White students. Convenience sampling was used to elicit 75 seniors from two diverse high schools in the Southern United States to voluntarily complete the following three surveys: The Academic Motivation Scale-High School Version to measure motivation orientation, the Academic Self-Concept Scale-Short Form to measure academic self-concept, and two subscales from the School Climate Survey-High School Version Revised to measure perceptions of school climate. Multiple Regressions were conducted to analyze the data and the results showed that the three predictor variables combined were statistically significant predictors of academic achievement for Black students, R2= .475 R2adj= .421, F(3, 29) = 8.744,p< .000, and for White students, R2 = .250, R2adj --- .185, F(3, 35) = 3.884,p < .017. However, academic self-concept was the only statistically significant predictor of academic achievement in Black students and in White students. Neither motivation orientation nor school climate statistically significantly predicted achievement in the Black students or in the White students. Therefore, because of the importance of academic self-concept on school performance in this study, future research should investigate factors that contribute to academic self-concepts, particularly in Black students, who have historically had less favorable outcomes than their White peers.

ISBN: 9781303778933Subjects--Topical Terms:

520219
Social psychology.

Race Achievement Gap: How Motivation Orientation, School Climate, and Academic Self-Concept Predict School Achievement.
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520 $a The Black-White achievement gap has been an ongoing problem in school districts across the United States; evidenced by the persistent disparities between Black and White students' academic outcomes. According to self-determination theory (SDT), the most widely used theory in educational research to explain school achievement, motivation orientation and school climate factors play an important role in students' school performance. Little is known about whether and how motivation orientations impact academic outcomes in Black students because most SDT research has been limited to studies with White populations. The few studies that have included Black populations, suggest there may be racial differences in how motivation orientations influence achievement. The purpose of this quantitative study was to examine how well the study variables (motivation orientation, perceptions of school climate, and academic self-concept) predict academic achievement in Black students separately from how well the study variables predict academic achievement in White students. Convenience sampling was used to elicit 75 seniors from two diverse high schools in the Southern United States to voluntarily complete the following three surveys: The Academic Motivation Scale-High School Version to measure motivation orientation, the Academic Self-Concept Scale-Short Form to measure academic self-concept, and two subscales from the School Climate Survey-High School Version Revised to measure perceptions of school climate. Multiple Regressions were conducted to analyze the data and the results showed that the three predictor variables combined were statistically significant predictors of academic achievement for Black students, R2= .475 R2adj= .421, F(3, 29) = 8.744,p< .000, and for White students, R2 = .250, R2adj --- .185, F(3, 35) = 3.884,p < .017. However, academic self-concept was the only statistically significant predictor of academic achievement in Black students and in White students. Neither motivation orientation nor school climate statistically significantly predicted achievement in the Black students or in the White students. Therefore, because of the importance of academic self-concept on school performance in this study, future research should investigate factors that contribute to academic self-concepts, particularly in Black students, who have historically had less favorable outcomes than their White peers.
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