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Author: Gabriela M. DeCandia Publisher: ISBN: Category : Academic achievement Languages : en Pages : 79
Book Description
The purpose of this study was to investigate the relationship between academic identity and academic achievement of low-income urban adolescents. Academic identity was defined by the constructs of future orientation, self-efficacy, confidence in academic abilities, and grit; academic achievement was defined by high school grade point average (GPA). The literature review covered research in the areas of identity formation, achievement motivation, and precollege programs. This study utilized data collected from high school students from low-income, urban backgrounds participating in a precollege program. Data from 257 participants were analyzed to answer the following research questions: (1) Does a relationship exist between academic achievement and any of the four academic identity variables? (2) In the case of a rejected null hypothesis, what is the unique contribution of each significant variable towards academic achievement? Results of a multiple regression analysis revealed a small statistically significant relationship between academic identity and academic achievement. No statistically significant unique contributions were detected from any of the four identity variables in isolation. While a small statistically significant relationship between academic identity and academic achievement was found, overall this study offered limited evidence to support the value of assessing academic identity to predict academic achievement in high school students. However, this study uncovered some important insights about the process of researching and evaluating precollege programs. In addition, through its limitations this study pointed out several improvements that can be made to future research on variables associated with academic achievement in high school students.
Author: Gabriela M. DeCandia Publisher: ISBN: Category : Academic achievement Languages : en Pages : 79
Book Description
The purpose of this study was to investigate the relationship between academic identity and academic achievement of low-income urban adolescents. Academic identity was defined by the constructs of future orientation, self-efficacy, confidence in academic abilities, and grit; academic achievement was defined by high school grade point average (GPA). The literature review covered research in the areas of identity formation, achievement motivation, and precollege programs. This study utilized data collected from high school students from low-income, urban backgrounds participating in a precollege program. Data from 257 participants were analyzed to answer the following research questions: (1) Does a relationship exist between academic achievement and any of the four academic identity variables? (2) In the case of a rejected null hypothesis, what is the unique contribution of each significant variable towards academic achievement? Results of a multiple regression analysis revealed a small statistically significant relationship between academic identity and academic achievement. No statistically significant unique contributions were detected from any of the four identity variables in isolation. While a small statistically significant relationship between academic identity and academic achievement was found, overall this study offered limited evidence to support the value of assessing academic identity to predict academic achievement in high school students. However, this study uncovered some important insights about the process of researching and evaluating precollege programs. In addition, through its limitations this study pointed out several improvements that can be made to future research on variables associated with academic achievement in high school students.
Author: Gary Creasey Publisher: Routledge ISBN: 0415894158 Category : Education Languages : en Pages : 282
Book Description
This timely volume explores essential themes, issues, and challenges related to adolescents' lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement. The emphasis is on what is positive and effective, what can make a real difference in the lives and life chances for urban youths, rather than deficits and negative dysfunction. Going beyond solely traditional psychological theories, a strong conceptual framework addressing four domains for understanding adolescent development undergirds the volume: developmental continuities from childhood primary changes (biological, cognitive, social) contexts of development adolescent outcomes. A major federal government initiative is the development of programs to support underserviced urban areas. Directly relevant to this initiative, this volume contributes significantly to gaining a realistic understanding of the contexts and institutions within which urban youths live and learn.
Author: Laura DeHaan Publisher: Routledge ISBN: 1351715283 Category : Social Science Languages : en Pages : 157
Book Description
This book, first published in 1996, examines an important developmental transition: the formation of identity, as well as the influence that having a well-developed identity may have, on a sample of adolescents living in urban Chicago. This study proposes that identity commitment, exploration, and continuity will be associated with positive psychological and behavioural outcomes for adolescents. This title will be of interest to students of sociology, psychology and urban studies.
Author: Robynn Pitts Publisher: ISBN: Category : Languages : en Pages : 116
Book Description
This study examined ethnic identity and academic achievement among urban African-American adolescents and investigated how bicultural competence may be related to these variables. There is a dearth of literature in school psychology on how these variables relate to best practices for closing the achievement gap. Seventy-two students in the sixth through eighth grades from three urban parochial schools and one urban charter school participated in the study including African Americans (n=43) and students of other ethnicities (n=29). Students included in the Other category included those who self-identified as Latino, Mixed, Other, Asian American, and Native American. The sample was 65.3% female (n=47) and 34.7% male (n=25) with students who ranged in age from 11 to 15 years of age. Using a correlational design, the participants were interviewed at their schools using a brief demographics questionnaire and the Revised Multigroup Ethnic Identity Measure (MEIM). Standardized test scores for each participant and information on socioeconomic status were also examined. No significant relationships were found between ethnic identity and any other variable in African-American adolescents or adolescents from other groups. As their grade levels increased, African-American students' levels of bicultural competence increased while their math achievement decreased. Students from other ethnicities who were high in bicultural competence had higher math achievement scores. Adolescent girls from the Other ethnicities group who were higher in bicultural competence tended to achieve more highly in math. Students from other ethnicities who were high in bicultural competence were less likely to receive free or reduced-price lunch. Students from other ethnicities whose parents were born in the United States were higher in bicultural competence than students in the same group whose parents were born outside the United States. This study indicated that academic achievement among urban adolescents can be consistent with a number of combinations of ethnic identities and levels of bicultural competence. The results of the present study suggest that, in order to help close the achievement gap, school psychologists and other decision makers should take socio-cultural and socioeconomic factors such as bicultural competence into consideration when making decisions for individual students and when affecting policy at the systems level.
Author: Cynthia Hudley Publisher: Routledge ISBN: 1317653734 Category : Education Languages : en Pages : 153
Book Description
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.
Author: Gary Creasey Publisher: Routledge ISBN: 113670308X Category : Education Languages : en Pages : 282
Book Description
This timely volume explores essential themes, issues, and challenges related to adolescents’ lives and learning in underserviced urban areas. Distinguished scholars provide theoretically grounded, multidisciplinary perspectives on contexts and forces that influence adolescent development and achievement. The emphasis is on what is positive and effective, what can make a real difference in the lives and life chances for urban youths, rather than deficits and negative dysfunction. Going beyond solely traditional psychological theories, a strong conceptual framework addressing four domains for understanding adolescent development undergirds the volume: developmental continuities from childhood primary changes (biological, cognitive, social) contexts of development adolescent outcomes. A major federal government initiative is the development of programs to support underserviced urban areas. Directly relevant to this initiative, this volume contributes significantly to gaining a realistic understanding of the contexts and institutions within which urban youths live and learn.
Author: Natosha Peterson Speight Publisher: ISBN: Category : Academic achievement Languages : en Pages : 270
Book Description
In today's society, students from urban environments are often exposed to higher rates of crime and violence, poverty, school dropout, incarceration, substance abuse, and many other factors that are associated with increased risk for social and/or emotional problems (Babbitt & Byrne, 1999; Jeffries, 2000; Schensul, 1998; Van Horn, 1999). Many of these factors interfere with the learning and educational process of urban adolescent students. Although many urban adolescents face similar risk factors, some students manage to overcome the stressors and show positive adaptation in the face of adversity. Unfortunately, these success stories are far too often the exception, rather than the norm or the expectation. Barbarin (1992) noted that the way African-American children are able to survive and thrive in the face of adversity clearly requires more attention. The current study explored this phenomenon by examining the relationships between self-efficacy, resilience and achievement, and provides empirical data to the scant research literature on African-American urban adolescents. The present study examined the relationships between self-efficacy, resilience and academic achievement among African-American urban high school students in Washington, DC. The study hypothesized positive relationships between self-efficacy, resilience and achievement, and also examined the contribution of self-efficacy and resilience in predicting academic achievement. Collected data were analyzed using correlation statistics, multiple regression analyses and analysis of variance. The study further explored the contributory effect of select demographic variables (i.e. authoritative parenting, role models, and socioeconomic status) on the variance in self-efficacy and resilience. Results indicated that resilience was significantly and positively correlated with achievement, self-efficacy and authoritative parenting. Additionally, authoritative parenting was significantly and positively correlated with achievement, influential role models, and self-efficacy. Authoritative parenting also emerged as a significant predictor of self-efficacy and resilience. Based on the findings of the current study, resilience and authoritative parenting may be protective factors for African-American urban youth. Strategies and interventions developed to support and promote resilience and authoritative parenting are likely to have implications for positive outcomes, which may also mitigate risk factors and contribute to lessening the achievement gap among cultural groups. Implications for future research and intervention are discussed.
Author: Gabriela M. DeCandia
Author: Gabriela M. DeCandia
Author: Gary Creasey
Author: Olga M. Welch
Author: Laura DeHaan
Author: Robynn Pitts
Author: Cynthia Hudley
Author: Ramah Lillian Commanday
Author: Patrick Henry
Author: Gary Creasey
Author: Natosha Peterson Speight