• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >An exploration of the perceived academic self-efficacy and locus of control of urban African American students with learning disabilities.
【24h】

An exploration of the perceived academic self-efficacy and locus of control of urban African American students with learning disabilities.

机译：探索学习型城市非裔美国学生的学习自我效能感和控制源。

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

The search for an answer to the question of the achievement gap between Black and other minority students and their White counterparts has been pervasive. This study, however, reframes the question not by using the White student as a frame of reference against which to make the comparison but by using the Black student himself. Therefore, relying on some scholarly work that found that studies of achievement within ethnic groups yielded far more significant results than between groups, the study focused on a comparison of the academic achievement between urban Black students with learning disabilities and their typical peers. The choice of what variable to examine was suggested by scholarly work that indicated certain psychological factors influence academic performance. Two of those variables that were the focus of this study were perceived academic self-efficacy and locus of control. Participants consisted of 40 students (15 students with learning disabilities and 25 general education students) from two high schools in an urban school district in southeastern Michigan, this study examined the influence of perceived academic self-efficacy and locus of control on both groups of urban Black students. The results confirm those studies that show that students with disabilities are disabled not so much by their skills or lack of skills, but by the beliefs they hold about their own abilities. This is a pointer to policy makers and education professionals that enhancing students' self-beliefs is more likely to provide the long-sought answers to the question of academic performance with the added benefit that the student is spared the possibility of the humiliation and embarrassment that accompany comparison with another group.
机译：寻找黑人和其他少数民族学生与白人少数民族学生之间的成就差距问题的答案是无处不在的。但是，本研究不是通过将白人学生作为参照框架来进行比较，而是通过使用黑人学生本人来重新构造问题。因此，根据一些学者的研究发现，在族群内部进行的成就研究要比在族群之间取得的成果要重要得多，该研究的重点是比较城市有学习障碍的黑人学生与典型同伴之间的学习成绩。学术研究表明应该选择哪种变量进行检查，这表明某些心理因素会影响学业成绩。这些变量是本研究的重点，其中两个被认为是学术自我效能感和控制源。参与者包括密歇根州东南部城市学区的两所高中的40名学生（15名有学习障碍的学生和25名通识教育学生），这项研究研究了感知的自我效能感和控制源对两组城市人的影响。黑人学生。结果证实了那些研究表明，残疾学生并不是因为他们的技能或缺乏技能而残疾，而是因为他们对自己的能力持有信念。这表明政策制定者和教育专业人士认为，增强学生的自我信念更有可能为学习成绩问题提供长期寻求的答案，同时使学生免于遭受羞辱和尴尬的可能性。与另一组比较。

著录项

  • 作者

    Nuga, Olukayode Abimbola.;

  • 作者单位

    Wayne State University.;

  • 授予单位 Wayne State University.;
  • 学科 Education General.;Psychology Cognitive.;Education Special.;Psychology General.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 164 p.
  • 总页数 164
  • 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