Exploring the Experiences of Test-anxious Ethnic Minority Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Exploring the Experiences of Test-anxious Ethnic Minority Students PDF full book. Access full book title Exploring the Experiences of Test-anxious Ethnic Minority Students by David O. Adegbola. Download full books in PDF and EPUB format.
Author: David O. Adegbola
Publisher:
ISBN:
Category : Minorities
Languages : en
Pages : 145
Get Book Here
Book Description
Author: David O. Adegbola
Publisher:
ISBN:
Category : Minorities
Languages : en
Pages : 145
Get Book Here
Book Description
Author: O. Zacharaki
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Author: William G. Tierney
Publisher: SUNY Press
ISBN: 9780791462751
Category : Education
Languages : en
Pages : 276
Get Book Here
Book Description
Analyzes and defines the parameters of effective college outreach programs.
Author: Kayla Harris
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Evidence suggests that members of divergent cultural minority groups often experience disproportionate amounts of psychological distress as compared to the general white population. The double jeopardy hypothesis posits that as a result of occupying two marginalized statuses, the combined effects of racial/ethnic and sexual minority group memberships lead to greater negative consequences than occupying one status independently (Greene, 1994). Minority stress theory is a theoretical framework that can be used to understand the accumulative distress experienced as a double minority. However, minority stress has not been thoroughly researched with the treatment-seeking college student population. Many colleges and universities have reported significant increases in students utilization of counseling services (Byrd & McKinney, 2012), the severity of symptoms (Drum, Brownson, Denmark, & Smith, 2009) and the length of treatment (Tosevski, Milovancevic, & Gajic, 2010). Furthermore, the difficulty of transitioning to college and navigating the self-exploration process may evoke even more distress for questioning-identified students of color because of the complexity associated with negotiating the multiple aspects of their identity. Though, while evidence suggests that this population is at increased risk of negative psychological outcomes, there is limited to no research on this plight. Additionally, the research has not begun to examine the absence of a proximal stressor, such as social support, which might effectively buffer the psychological distress experienced by this population. The current research addressed the following research questions: (1) Do racial/ethnic minority students experience more distress than white students? (2) Do sexual minority students (LGBQ) experience more distress than heterosexual students? (3) Do those with a double minority identity experience more distress than those with a single minority identity? (4) How does the stability of ones sexual identity influence the amount of distress experienced? (5) Is the relationship between social support and psychological distress moderated by ones questioning status? (6) For double minorities, is the relationship between social support and distress moderated by ones questioning status? Results indicated that racial/ethnic minorities and sexual minorities evidenced more overall distress. Most findings evidenced small to moderate effects. Further, support for double minority stress was mixed. Double minorities did not evidence more distress than non-double minorities in most cases. Future research should develop more nuanced methodologies for examining treatment-seeking double minority college students.
Author: William G. Tierney
Publisher: State University of New York Press
ISBN: 0791488659
Category : Education
Languages : en
Pages : 257
Get Book Here
Book Description
At a time when college enrollment rates for low income and under-represented students are far below those of non-minority students, policies and practices designed to increase access should be a priority for colleges, universities, high schools, and community agencies. Increasing Access to College examines pre-college enrichment programs that offer a specific and immediate remedy.
Author: Stephanie P. Hall
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Leo M. Harvill
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
Get Book Here
Book Description
Author: Julie Ngin
Publisher:
ISBN:
Category : Biological control systems
Languages : en
Pages : 314
Get Book Here
Book Description
Author: Megan Alyssa Brown
Publisher:
ISBN: 9780542682322
Category :
Languages : en
Pages : 232
Get Book Here
Book Description
A considerable number of youth engage in behaviors that place them at risk for negative psychosocial health and behavior outcomes; therefore there is an urgency to understand and address students' social and emotional development as it relates to antisocial behavior. From an ecological perspective, schools are recognized as unique systems in which students have the opportunity to develop relationships with teachers and peers that have the potential to play a pivotal role in later behavioral adjustment. Instead of categorizing relationships as all positive or negative, this study aims to investigate the risk and protective mechanisms of distinct relationship dimensions and their unique and collective association with negative behaviors at school.
Author: Brittany E. Balkam
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
Get Book Here
Book Description
Throughout this action research project report, the teacher-researchers explored the problem of test anxiety among students. The purpose of this project was to alleviate test anxiety among students with various interventions in grades five through seven in the subject areas of social studies, science, and language arts. There were 66 student participants in this study which occurred between August 20, 2012 and December 21, 2012. Students exhibited behaviors to illustrate test anxiety such as sweating, tapping, and poor achievement. The three tools used to document further evidence of the problem of include a student survey, parent survey, and teacher survey. The student survey affirmed that students felt negatively about taking tests in school and were uncomfortable taking tests in certain subject areas. The parents of the above-mentioned students also noted they had witnessed their children experiencing such feelings when faced with a test in school. Additionally, the teachers surveyed expressed noticing behaviors of students that may be related to test anxiety such as tapping, refusal to work, and nervousness. The teacher-researchers implemented various interventions in order to address the problem area. These interventions included teaching test-taking strategies, collaborative testing, and differentiated tests. Students were taught how to best take a test by using strategies that included, but were not limited to highlighting important words in the question, eliminating wrong answers, and planning extended responses. Pretests were given at the start of each unit to show the teacher-researchers how much or little students knew about the topic. Through collaborative testing, students first took a test individually. The following day, students were put into groups based on their pre-determined knowledge of the subject or ability to illustrate a skill. In groups, students were able to revisit their test and work together in order to change or affirm their answers. These tests were also used to group students during collaborative testing as well as design differentiated tests. The teacher-researchers created three levels of tests per unit in order to best assess the students at their levels, but still demanded students to demonstrate what they had learned. By the end of the study, the teacher-researchers found that the students experienced a positive change in the way they viewed taking tests in school. More students reported feeling good or prepared for tests after being a part of the interventions. This information was especially pleasing because the students also stated that the way they prepared for tests did not change; thus confirming that the interventions implemented did help reduce the students' test anxiety. The following are appended: (1) Student Survey; (2) Parent Survey; (3) Teacher Survey; (4) Hands-On Experiments; (5) Revolutionary War Pre-Test; (6) Sequencing Activities; (7) Group Roles; (8) Story Elements Pre-Test; (9) Sequencing Post Tests; (10) Revolutionary War Test; (11) Story Elements Graphic Organizers; and (12) Story Elements Post Test. (Contains 12 tables and 24 figures.).
