• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Differences in motivation, self-evaluation, and academic achievement for African American and Caucasian students using structural equation modeling.
【24h】

Differences in motivation, self-evaluation, and academic achievement for African American and Caucasian students using structural equation modeling.

机译：使用结构方程模型的非洲裔美国人和高加索学生在动机，自我评价和学业成就上的差异。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Structural equation modeling was used to determine if the relationships between motivation, self-evaluation, and academic achievement can be defined by a proposed structural model for a total sample (N=231) and for African American (n=144) and Caucasian (n=78) samples examined separately. The proposed model suggested that there are direct relationships between motivation and academic achievement, self-evaluation and academic achievement, and motivation and self-evaluation. Measurement models were tested to determine if the observed variables were appropriate measures for their respective latent variables. Structural models were then tested.;Results indicated that the proposed model does not correctly define all of the relationships between motivation, self-evaluation, and achievement. For the total sample, as well as the African American and Caucasian samples, a direct path was found from goal orientation to achievement. For the ethnic samples, self-evaluation was directly related to motivation and goals; however, it was not part of the total sample model. There were differences in the models of achievement for the African American and Caucasian samples, as motivation was more predictive of achievement for Caucasian students and goal orientation was more significant in defining achievement for African American students.;Results of this study should direct future research to consider further evaluation of models of achievement with different and larger populations of ethnic groups, as a significant difference was found for ethnicity on measures of achievement. Socioeconomic status and gender were also possible confounding factors that should be further investigated.
机译：结构方程模型用于确定动机，自我评价和学业成就之间的关系是否可以通过建议的结构模型来定义，该模型用于总样本（N = 231），非裔美国人（n = 144）和高加索人（n = 78）单独检查的样品。提出的模型表明，动机与学业成就，自我评价与学业成就，动机与自我评价之间存在直接关系。测试了测量模型，以确定观察到的变量是否适合其各自的潜在变量。然后测试了结构模型。结果表明，所提出的模型不能正确定义动机，自我评价和成就之间的所有关系。对于总样本以及非裔美国人和高加索样本，找到了从目标导向到成就的直接路径。对于种族样本，自我评价与动机和目标直接相关。但是，它不是总样本模型的一部分。非裔美国人和白人样本的成就模型存在差异，因为动机更能预测白人学生的成就，而目标取向在定义非裔美国人的成就方面更为重要。考虑在不同和更大族群的人群中进一步评估成就模型，因为在成就度量上发现种族差异显着。社会经济地位和性别也是可能的混杂因素，应进一步调查。

著录项

  • 作者

    Raineri, Gina M.;

  • 作者单位

    The University of Alabama.;

  • 授予单位 The University of Alabama.;
  • 学科 African American Studies.;Education Educational Psychology.;Black Studies.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号