Bicultural Self-efficacy, Student Achievement, and Persistence of Mexican American College Students PDF Download
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Author: Richard Kirk
Publisher:
ISBN:
Category : Mexican Americans
Languages : en
Pages : 298
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Book Description
Author: Richard Kirk
Publisher:
ISBN:
Category : Mexican Americans
Languages : en
Pages : 298
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Book Description
Author: Soodabeh Lahijani
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Author: Carlos C. Peña
Publisher: Universal-Publishers
ISBN: 1612339522
Category : Education
Languages : en
Pages : 142
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Book Description
The purpose of this study was to examine the complexities of successful attainment and achievement of 10 Mexican American males in a rural Southwest community college. This study strives to offer insights concerning the questions: (a) what behavioral patterns of current family, peers, and conditions in school have influenced the educational decisions of these Mexican American males? and (b) what social conditions motivate these Mexican American males to seek and achieve higher education despite adversity? This qualitative research was also aimed at establishing and understanding how a selected number of Mexican American males have achieved academic success. The researcher chose 10 men with either an associate of arts or an associate of science degrees for an in-depth interview and used a semi-structured interview guide in an effort to prompt oral discourse. The interviewer posed questions concerning academic conditions, family impact, college environment, and financial issues. The responses to the questions led to similar themes involved in these students' course completion and graduation. The researcher used a theoretical framework using Bandura's Social Learning Theory (1977) in which he suggests that not only environmental factors, but motivational factors along with self-regulatory mechanisms affect an individual's behavior. This research illustrated the conditions that facilitated reaching the participant's educational goal and mission, which was to complete a two-year degree at the community college. The inquiry examined the behavioral patterns that have been an influence on the educational decisions of these Mexican American males, and what social conditions have motivated them to seek and achieve higher education despite adversity.
Author: Miriam Andrade
Publisher:
ISBN: 9780355615845
Category : Academic achievement
Languages : en
Pages : 44
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Author: Elisa M. Castillo
Publisher:
ISBN:
Category :
Languages : en
Pages : 208
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Book Description
Author: Blanca Campa
Publisher: Rowman & Littlefield
ISBN: 147583408X
Category : Education
Languages : en
Pages : 168
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Book Description
The Mexican American Community College Experience addresses the challenge ofeducating Mexican American students, the largest segment of the growing Latino population, in community colleges, the largest institutions in today’s landscape of higher education. It describes the cultivation of resilience in these students and how engaging, dynamic faculty help them succeed in their studies. This blending of psychology and education theory, with a critical twist, shows how faculty help students develop a foundation of resilience and a larger sense of purpose based on their unique knowledge, pedagogies, and culture, an area not traditionally addressed in curriculum and instruction. Creative teaching, resilience, and energetic student stories make this a celebration of Mexican American success at a major regional community college on the U.S – Mexico border.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 232
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Book Description
The purpose of this study was to investigate the academic self-efficacy beliefs of Mexican-American community college student. The study used a mixed-methods approach to assess academic self-efficacy beliefs, to determine the congruence of academic self-efficacy to academic skills, and to identify the types of experiences that shaped academic self-efficacy beliefs. The sample consisted of 428 Mexican-American students from a southern California community college. Academic self-efficacy beliefs were measured using the SELF-A and analyzed across a number of demographic variables. Congruence of academic self-efficacy beliefs to academic skill was determined by comparing scores on the SELF-A to self-reported academic outcomes. The sources of academic self-efficacy beliefs were explored through data obtained via additional survey items and through interviews conducted with 16 students from the original sample. Findings indicated that positive academic self-efficacy beliefs existed among the sample. Findings were mixed with regard to the level of congruence between academic self-efficacy beliefs and academic skill. The four sources of academic self-efficacy identified in past research applied to the academic self-efficacy beliefs of the students in the sample, but in ways that differed from what past research had suggested with other student populations. Additional sources of academic self-efficacy that were equally influential were identified. Given the poorer academic outcomes of Mexican-American community college students compared to other student populations, the findings of the study were used to propose cost-effective practices and programs intended to improve the academic outcomes of this group.
Author: Miguel Antonio Ybarra
Publisher:
ISBN:
Category :
Languages : en
Pages : 106
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Book Description
Author: Marvyn R. Arévalo Avalos
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 40
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Book Description
Grounded in Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994, 2000), the current study examines environmental and person-cognitive variables as predictors of academic performance among a sample of 194 Mexican American undergraduate students. Specifically, this study used multiple regression analysis to test the associations between college self-efficacy (course self-efficacy and social self-efficacy), proximal contextual influences (campus climate and cultural fit), and gender on the academic performance (self reported grade point average, GPA). Results indicated that course self-efficacy was a significant predictor of academic performance for Mexican American undergraduate students. In addition, social self-efficacy, positive perceptions of the campus climate, and cultural fit were associated with high self-efficacy. This study contributes to our knowledge of college student development in general, and academic attainment among Mexican Americans specifically. Practice and research recommendations are discussed.
Author: Nadia Nicole Cano
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 222
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Book Description
Previous research has noted the importance of investigating contextual factors and their effect on non-persistence (Gloria, 1997; Gloria & Ho, 2003; Gloria & Robinson Kurpius, 2001) but has not investigated their effects on academic achievement. The current study provides support for including psychosocialcultural (PSC) factors and the PSC framework (Gloria & Rodriguez, 2000) in research with Mexican American college students and specifically in the area of understanding the many factors that affect GPA. The current study examined the relationship between the variables of ethnic identity, college course self-efficacy, social support of family and friends, cultural congruity and university environment and the degree to which they predict GPA. Participants of the study consisted of 100 Mexican American undergraduate college students attending a Hispanic-serving university in the southwest. Participants completed a demographic questionnaire and the University Environment Scale (UES; Gloria & Robinson, 1996), College Self-Efficacy Inventory (CSEI: Solberg, O'Brien, Kennel, & Davis, 1993), Perceived Social Support from Family and Friends (PSSFa & PSSFr: Procidano & Heller, 1983), Ethnic identity Scale (EIS; Umaña-Taylor, Yazedjian & Bamaca-Gomez, 2004) and Cultural Congruity Scale (CCS: Gloria & Robinson Kurpius, 1996) online. The hierarchical regression model used to predict GPA was statistically significant, with 19% of the variance in GPA accounted for (R2 = .19, F = 2.71, p = .01). In the first step of the hierarchical regression, college self-efficacy was a significant predictor, accounting for 5% of the variance in GPA (R2 = .05, F = 5.45, p = .02). Exploratory analyses showed correlations between GPA and CSEI course scale (r = .23, p
