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Associations Between Ethnic Identity, Academic Efficacy, Achievement Goals and School Belonging Among Early Adolescents

2017 Academic achievement
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Release : 2017
Genre : Academic achievement
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Book Synopsis Associations Between Ethnic Identity, Academic Efficacy, Achievement Goals and School Belonging Among Early Adolescents by : Leah Bonilla

Download or read book Associations Between Ethnic Identity, Academic Efficacy, Achievement Goals and School Belonging Among Early Adolescents written by Leah Bonilla. This book was released on 2017. Available in PDF, EPUB and Kindle. Book excerpt: The United States is experiencing a major shift in the population as more students who are considered ethnic minorities enter the school system. These students are at an increased risk for school failure due to language barriers, challenges with experiencing potential discrimination, and debating their identities across two cultural contexts. Although students who are considered ethnic minorities risk many potential stressors, the literature has shown that ethnic identity is a factor that facilitates positive academic adjustment and engagement among this population. Previous literature has also documented mixed findings regarding the relationship between ethnic identity and school outcomes. The current study explored: (a) the associations between ethnic identity, academic efficacy, and achievement goals among early adolescents, (b) to what extent school belonging moderates the association of ethnic identity with academic efficacy and academic achievement goals, and (c) how associations between ethnic identity and outcomes vary by race (Black, Hispanic, Asian, Other, and White students) and gender. The archival dataset analyzed consisted of data collected from 436 participants in the Adolescent Development Longitudinal Study when they were in the spring of their 6th grade year. Findings revealed significant positive relationships between ethnic identity, academic efficacy, and achievement goals with the exception of performance-avoidance goals. School belonging did not moderate these relationships. Further, group differences (gender, race, and school) in the relationships between ethnic identity, academic efficacy, and achievement goals were not detected among the current sample. Implications for educators and researchers are discussed.

The Antecedents and Consequences of Ethnically Diverse Early Adolescents' School Belonging and Academic Identity in Middle School

2013
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Release : 2013
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Book Synopsis The Antecedents and Consequences of Ethnically Diverse Early Adolescents' School Belonging and Academic Identity in Middle School by : Kara Heidi Akemi Kogachi

Download or read book The Antecedents and Consequences of Ethnically Diverse Early Adolescents' School Belonging and Academic Identity in Middle School written by Kara Heidi Akemi Kogachi. This book was released on 2013. Available in PDF, EPUB and Kindle. Book excerpt: The present cross-sectional study used structural equation modeling (SEM) to examine the links between early adolescents' perceptions of the school racial climate, sense of belonging, academic identity, and academic performance in the spring of 6th grade. It further explored whether the strength of model relationships differed based on adolescents' ethnicity. The sample included 3,969 (52% female) students from 19 ethnically diverse urban middle schools. Based on self-reported ethnicity, 12.9% were African-American/Black, 14.7% East/Southeast Asian, 17.9% White, and 37.8% Latino. Findings revealed that within multiethnic schools, experiencing supportive racial norms has important consequences for ethnic minority adolescents' academic outcomes. This was partially mediated by youths' sense of belonging to school and academic identity. A stronger relationship between racial climate and school belonging was found for Asian, Latino, and White youth compared to African-American peers. The relationship between racial climate and academic identity was strongest for Latino and African-American youth. Finally, the relationship between racial climate and academic outcomes was nonsignificant for White adolescents but significant for all ethnic minority youth. Implications for future research are discussed.

Exploring Ethnic Identity, Self-efficacy, and At-risk Behaviors in Early Adolescents

2009
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Release : 2009
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Book Synopsis Exploring Ethnic Identity, Self-efficacy, and At-risk Behaviors in Early Adolescents by : Cara Maffini

Download or read book Exploring Ethnic Identity, Self-efficacy, and At-risk Behaviors in Early Adolescents written by Cara Maffini. This book was released on 2009. Available in PDF, EPUB and Kindle. Book excerpt:

Adolescent Identity and Schooling

2015-07-24 Education
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Release : 2015-07-24
Genre : Education
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Book Rating : 734/5 ( reviews)

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Book Synopsis Adolescent Identity and Schooling by : Cynthia Hudley

Download or read book Adolescent Identity and Schooling written by Cynthia Hudley. This book was released on 2015-07-24. Available in PDF, EPUB and Kindle. Book excerpt: Adolescent Identity and Schooling: Diverse Perspectives examines a range of issues related to student adjustment and achievement through research on student identity. Drawn from leading experts in psychology and sociology, it attends to important contemporary topics in educational and developmental psychology. With special attention to how students assess and relate to their own identities, this book features chapters on pertinent but under-represented identities such as parental identity, immigrant identity, and model minority identity. It blends these new topics with chapters containing the most current perspectives on traditionally covered topics, such as race and social class. In ten chapters, this book provides readers with a comprehensive set of perspectives on the relationship between student identity and success in school, making it ideal for education courses on identity in education, educational psychology, and human development.

Racial-Ethnic Identity and Academic Achievement

2013
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Release : 2013
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Book Synopsis Racial-Ethnic Identity and Academic Achievement by : Hillary Margaret-Jean Thomas

Download or read book Racial-Ethnic Identity and Academic Achievement written by Hillary Margaret-Jean Thomas. This book was released on 2013. Available in PDF, EPUB and Kindle. Book excerpt: The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to explain the achievement gap. Researchers have also considered an individual's racial-ethnic identity (REI) as an important variable that contributes to achievement outcomes. Oyserman and colleagues developed a model of REI that emphasizes three key factors of ones racial-ethnic identity that have a direct impact on achievement. Further, her model posits that the interaction between two key REI variables, feelings of connectedness to one's REI group (connectedness) and the perception that one's racial-ethnic group values achievement (embedded achievement), contributes to positive achievement outcomes. Although research has suggested that REI significantly impacts achievement, the specific processes by which this occurs are less known. Considering the social-cognitive literature, it is plausible that different psychological and motivational beliefs mediate the relationship between REI and achievement-related outcomes. This dissertation study examines the mediating effect of sense of school belonging and perceived sense of school engagement on the relationship between REI (embedded achievement and connectedness) and academic achievement of minority middle school students longitudinally through the use of structural equation modeling. Results indicate that embedded achievement significantly predicts academic achievement. Furthermore, sense of belonging to school mediates this relationship for all racial and gender groups. Results also revealed that embedded achievement significantly predicted student perceived engagement for Hispanic students. Strategies to promote sense of belonging and embedded achievement at the personal, structural, community, peer, and family levels are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151133

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