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Motivational beliefs, ethnic identity, and sense of belonging: Relations to school engagement and academic achievement.

机译：动机，种族认同感和归属感：与学校参与度和学业成绩的关系。

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摘要

Students' motivational beliefs, sense of belonging, and ethnic identity were examined in relation to effort, persistence, procrastination, school attendance, and academic achievement. A total of 589 seventh and eighth graders completed a self-report survey assessing motivational belief variables (academic self-efficacy; Midgley et al., 2000; value of academic success; Fuligni, Witkow, & Garcia, 2005; mastery-approach goal orientation; Midgley et al., 2000, mastery-avoidance goal orientation; Elliot & McGregor, 2001; performance-approach goal orientation and performance-avoidance goal orientation; Midgley et al., 2000), sense of belonging variables (acceptance, belonging, rejection; Hagborg, 1994; perception of teachers' opinions), ethnic identity variables (affirmation, belonging, and commitment and exploration and behaviors; Roberts et al., 1999), and school engagement variables (effort, persistence, procrastination; Wolters, 2004; attendance). Results from the hierarchical multiple linear regressions indicated that feelings of rejection, the adoption of mastery-avoidance goal orientation, and the adoption of performance-avoidance goal orientation were negative predictors of effort and persistence. Perceptions of teachers' opinions, academic self-efficacy, value of academic success, mastery-approach goal orientation, and performance-approach goal orientation were positive predictors of effort. Academic self-efficacy, value of academic success, and mastery-approach goal orientation were positive predictors of persistence. Rejection, mastery-avoidance goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation were positive predictors of procrastination, while value of academic success and mastery-approach goal orientation were both negative predictors of procrastination. Belonging and value of academic success were positive predictors of attendance, while mastery-avoidance was a negative predictor. Academic self-efficacy and attendance were positive predictors of overall language arts averages, overall academic averages, and reading achievement scores. Value of academic success was a positive predictor of student overall academic averages and reading achievement scores. However, mastery-approach goal orientation was a negative predictor of each of the academic outcome variables. Persistence (positively) and procrastination (negatively) were also predictive of overall language arts averages and overall academic averages. Affirmation, belonging, and commitment was a positive predictor of reading achievement scores, yet performance-approach goal orientation was a negative predictor of reading achievement scores. These results offer practical implications for educators, illustrating the importance of academic self-efficacy and value of school success on effort, persistence, and academic achievement.
机译：检查学生的动机，归属感和种族认同与努力，毅力，拖延，上学率和学习成绩的关系。共有589名七年级和八年级学生完成了一项自我报告调查，评估了动机信念变量（学术自我效能感； Midgley等人，2000年；学术成就的价值； Fuligni，Witkow和＆Garcia，2005年；掌握方法的目标取向; Midgley et al。，2000，掌握避免目标取向; Elliot＆McGregor，2001;绩效方法目标取向和绩效避免目标取向; Midgley et al。，2000），归属感（接受，归属，拒绝） ； Hagborg，1994年；对教师意见的理解），种族认同变量（肯定，归属，投入和探索与行为； Roberts等人，1999年）和学校参与度变量（努力，坚持，拖延； Wolters，2004年；出席率）。分层多元线性回归的结果表明，拒绝感，对掌握避免的目标取向的采用以及对绩效避免的目标取向的采用是努力和坚持的否定指标。教师意见，学业自我效能感，学业成功价值，精通方法目标定向和绩效方法目标定向的感知是努力的积极预测因素。学业自我效能感，学业成就的价值以及掌握方法的目标取向是持久性的积极预测因子。拒绝，精通避免目标定向，绩效方法目标定向和绩效回避目标定向是拖延的积极预测因素，而学业成功和精通方法目标定向都是拖延的负面预测因素。学术成就的归属感和价值是出勤率的积极预测因素，而避免精通知识则是负面的预测因素。学术自我效能感和出勤率是整体语言艺术平均水平，整体学术平均水平和阅读成绩得分的积极预测指标。学业成功的价值是学生总体学业平均水平和阅读成绩得分的积极预测指标。但是，精通方法目标定向是每个学术成果变量的否定指标。坚持（积极）和拖延（消极）也是整体语言艺术平均水平和整体学术平均水平的预测。肯定，归属感和承诺是阅读成就分数的积极预测因素，而绩效目标目标定向是阅读成就分数的负面预测因素。这些结果为教育工作者提供了实际的启示，说明了学业自我效能感的重要性以及学校成功对努力，毅力和学业成就的价值。

著录项

  • 作者

    Sha, Ting-Ling.;

  • 作者单位

    University of Houston.;

  • 授予单位 University of Houston.;
  • 学科 Education Middle School.;Sociology Ethnic and Racial Studies.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 177 p.
  • 总页数 177
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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