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A survey of Upward Bound programs on the achievement of rural high school students.

机译：农村高中学生成就提升计划调查。

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摘要

The purpose of this study was to investigate the perceptions of African American students on the impact of an Upward Bound Program on their academic performance, self-esteem, and the attitudes toward post-secondary educational success. Specifically, this study was concerned with the following variables: gender, family structure, and age as they related to the students aforementioned perceptions.;A survey design was employed in this investigation to collect and analyze the data. Three hundred fifty-three (353) African American high school students participated in this empirical study. An instrument entitled "The Middleton Upward Bound Survey" was used to gather the data. The investigative instrument was validated by a group of Upward Bound professionals and university research professors. The instrument had an alpha coefficient of .84 for the test as a whole.;Moreover, the data was tested through the application of the One-Way Analysis of Variance and the Scheffe' Multiple Comparison Test. Among the conclusions of this study were the following; in general it appeared the younger African American high school students are more favorable to his/her perceptions regarding the impact of an Upward Bound Programs on student academic achievement. African American high school students who reside with a guardian also tend to have more favorable perceptions regarding the impact of an Upward Bound Programs on their academic achievement. Regardless, of African American high school students' age, gender or family structure, they tend to have similar perceptions regarding the impact of an Upward Bound Programs on their attitudes toward post-secondary educational success.
机译：这项研究的目的是调查非裔美国学生对升学计划对他们的学业成绩，自尊和对大专教育成功态度的影响的看法。具体而言，本研究关注以下变量：性别，家庭结构和年龄，它们与学生的上述感知有关。;本研究采用调查设计来收集和分析数据。 533名非裔美国高中学生参加了这项实证研究。使用了名为“ The Middleton向上边界调查”的仪器来收集数据。该研究工具已由一组Upbound Bound专业人士和大学研究教授进行了验证。整个测试该仪器的α系数为.84。此外，通过应用方差单向分析和Scheffe多重比较测试对数据进行了测试。该研究的结论如下：总的来说，年轻的非裔美国高中生似乎更喜欢他/她关于“升学必修课程”对学生学习成绩的影响的看法。与监护人同住的非裔美国人高中生也倾向于对“升迁限制课程”对其学业成绩的影响产生更有利的看法。无论如何，对于非洲裔美国高中生的年龄，性别或家庭结构，他们对于“升学必修课程”对他们对中学后教育成功的态度的影响倾向于有相似的看法。

著录项

  • 作者

    Middleton, Dewayne.;

  • 作者单位

    Mississippi State University.;

  • 授予单位 Mississippi State University.;
  • 学科 Black Studies.;Education Secondary.;Education Curriculum and Instruction.;Education Educational Psychology.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 107 p.
  • 总页数 107
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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