Self-esteem, Locus of Control, and Academic Performance in African American Children Attending a Structured Afterschool Program PDF Download
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Author: Solfia Grace de Jesus
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 84
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Book Description
Author: Solfia Grace de Jesus
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 84
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Book Description
Author: Anita W. Cazenave
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 246
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Book Description
Author: Morris Rosenberg
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 182
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 734
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Book Description
Author: Willa Denise Jones
Publisher:
ISBN:
Category : African American children
Languages : en
Pages : 200
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 592
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Book Description
Author: Edward Earl Bell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 127
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Book Description
This study examined the impact of self-esteem and identification with academics on the academic achievement of African American students in a charter school setting. Ninety-three students participated in this study. Using a pretest/posttest control group design, both the experimental group and the control group were administered the Rosenberg Self-Esteem Inventory and the School Perception Questionnaire (SPQ) as pretest measures of self-esteem and identification with academics at the beginning of the experiment. The control and experimental groups were administered the Rosenberg Self-Esteem Inventory and the School Perceptions Questionnaire (SPQ) at the end of the experiment. The control group received no intervention between the pretest and the posttest, while the experimental group was taught the Start Something curriculum. The grade point average (GPA) of each of the students in the control group and the experimental group were recorded at the beginning and of the experiment. African-American students who participated in the experimental group and were taught the Start Something curriculum had higher grade point averages than students in the control group who were not taught the curriculum. No differences were noted in self-esteem and identification with academics for the control group and experimental groups, as shown by pretest and posttest measures.
Author: Rush Utley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 258
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Book Description
Author: Renea Yates
Publisher:
ISBN:
Category :
Languages : en
Pages : 62
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Book Description
This study was conducted to determine whether or not there were differences in achievement between males and females across three grade levels in a sample of low-income African-American students. Grade level and gender differences in locus of control orientation were also explored. The results failed to show a significant relationship between locus of control and academic achievement in this sample of middle school students. In addition, no main effects for grade level were found for achievement or locus of control orientation. A main effect was found for gender on academic achievement; however, no significant relationship was found between gender and locus of control.
Author: Jocelyn Freeman Bonvillain
Publisher:
ISBN:
Category :
Languages : en
Pages : 23
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Book Description
The purpose of the present study was to explore the extent to which racial identity attitudes and self-esteem could predict academic performance for African American middle school students. A total of 175 African American adolescents in 7th grade attending one of two urban schools participated in the study. The Multi-Ethnic Identity Measure (MEIM) and the Rosenberg Self-Esteem Scale (RSE) were used to measure children's feelings toward themselves and their group. Cumulative grade point average (gpa) was used to measure academic achievement. The findings partially supported the hypothesis that racial identity and self-esteem are predictors of academic performance. Self-esteem and racial affiliation were significant predictors of academic achievement, but not the racial identity search component of the MEIM. The results revealed self-esteem to be less predictive of academic achievement than racial affiliation. The second part of the study was to examine the effects of racial identity and self-esteem on African American adolescents' academic performance. The hypothesis was supported. Students who exhibited high levels of self-esteem and racial identity performed better academically than students who showed low levels of self-esteem and racial identity. (Contains 7 tables.).
