The relationship between ethnic identity and psychological well-being and academic performance 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 The relationship between ethnic identity and psychological well-being and academic performance PDF full book. Access full book title The relationship between ethnic identity and psychological well-being and academic performance by Carolina Prieto. Download full books in PDF and EPUB format.
Author: Carolina Prieto
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Carolina Prieto
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Carlos Dejud
Publisher:
ISBN:
Category :
Languages : en
Pages : 216
Get Book Here
Book Description
The past few decades have witnessed unprecedented changes increase in the numbers of ethnic minorities in our Nations' public schools. Due to changes in demographic scene of our country, serious concerns have been raised with regards to mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the present study was to examine the relationship between a set of psychological well-being variables (life satisfaction, self-esteem, and ethnic identity), mental health (depression), intergroup interactional competence, and academic achievement. A total number of 131 subjects in grades 9th through 12th were sampled to participate in the study. All sampled subjects came from low social economic status families of Mexican-American ethnic background. Seven measures were administered to each student in small groups of 10-12 students each. These measures have been found to have adequate reliability and validity in previous studies (Suzuki-Crumly & Hyers, 2004). However, the reliability of all the measures was also assessed in this study and was found to be in the moderate to high range. Implications of the study as well as recommendations for future research in this area are discussed.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 408
Get Book Here
Book Description
AbstractIn the last two decades the demographic composition of the United States has witnessed extraordinary changes in the numbers of ethnic minorities, and no where is this more evident than in our nation's public school system. Due to this proliferation of changes in the demographics of our country, serious issues and concerns have been raised with regard to the mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the study was to examine the implications of the relationship of psychological well-being variables (life satisfaction, self-esteem and ethnic identity), mental health depression, and Intergroup interactional competence and academic achievement of school- age adolescents. In group assemblies of varying sizes, seven measures were explained to students to fill out either in school or at home and return to be collected. These measures have been previously utilized and have been found to have adequate reliability and validity (Crumly & Hyers, 2004). The reliability of all the measures was also assessed in this study and was found to have moderate to high range. The study utilized a total sample of 119 African American adolescents from low social economic status ranging in grades from ten through twelve. The findings indicated significant intercorrelations among some selected psychological variables and objective and self-reported measures of achievement. Gender differences were noted in the predictability of achievement of reading. The perceived caring, inter-group anxiety, and psychological sense of membership measures were found to be the best predictors of academic achievement. Implications of the study as well as recommendations for future research in this area are discussed.
Author: Maral Dikran Boyadjian
Publisher:
ISBN:
Category : Armenian students
Languages : en
Pages : 280
Get Book Here
Book Description
Results concerning the dimensionalities of the two scales revealed that the two--components of ethnic identity, ethnic identity search (EIS) and affirmation, belonging--and commitment search (ABC) as measured by the Armenian translated MEIM and the--two aspects of global self- esteem known as self- liking (SL) and self- competence (SC)--as measured by the Armenian translated SLCS were not replicated among--Armenian high school students in Lebanon. Hence, the total score fourth-generation of the MEIM was used as a measure of ethnic identity and the SLCS was not conceited in--further analysis in relation to ethnic identity. Results revealed a statistically significant weak positive correlation with no practical value between ethnic identity and self- esteem among the entire sample with r(607) = .206, p
Author: Hanik Jo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 296
Get Book Here
Book Description
Author: Arica Austin
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Rawan Atari
Publisher:
ISBN: 9780355324341
Category :
Languages : en
Pages : 101
Get Book Here
Book Description
The current study intended to expand upon psychological research on the Arab American community, which has faced increased discrimination since 9/11 and recent ISIS-related terrorist attacks. Since perceived discrimination has been associated with greater psychological distress among Arab Americans, it is important to determine whether any protective factors are available for this community. In a sample of Arab Americans, the relationship between perceived discrimination and aspects of psychological well-being (i.e., self-esteem, flourishing, and satisfaction with life) were examined in order to gain a better overall picture of Arab American mental health. Because ethnic identity has been recognized as a protective factor against discrimination for other minority groups, it was examined as such for the current sample. Ethnic identity exploration, resolution, and affirmation were studied in relation to psychological well-being, and ethnic identity was studied as a moderator between perceived discrimination and psychological well-being. A recent typology created by Umana-Taylor, Yazedjian, and Bamaca-Gomez was used to classify participants into ethnic identity clusters based on degrees of exploration, resolution, and affirmation. The sample comprised 156 self-identified Arab Americans living in the United States who were at least 18 years of age. Results from multiple regression analyses demonstrated that perceived discrimination was negatively related to self-esteem and flourishing. Ethnic identity exploration was not significantly related to psychological well-being. However, ethnic identity resolution and affirmation were significantly, positively related to self-esteem, flourishing, and satisfaction with life. Ethnic identity affirmation appeared to be a moderator by mitigating the impact of perceived discrimination on flourishing. Based on Umana-Taylor and colleagues' typology, four ethnic identity clusters emerged using a hierarchal cluster analysis, and participants fell into one of the following: (a) Achieved Positive, (b) Diffuse Positive, (c) Moratorium Positive, and (d) Diffuse Negative. Findings are generally consistent with previous research among various minority groups, as well as Erikson's theory and Tajfel's theory. However, the current study suggests that it may be ethnic identity affirmation that serves as protective factor against discrimination, rather than ethnic identity exploration or resolution. Therefore, future studies are encouraged to study the components of ethnic identity independently of one another.
Author: Hillary Margaret-Jean Thomas
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to explain the achievement gap. Researchers have also considered an individual's racial-ethnic identity (REI) as an important variable that contributes to achievement outcomes. Oyserman and colleagues developed a model of REI that emphasizes three key factors of ones racial-ethnic identity that have a direct impact on achievement. Further, her model posits that the interaction between two key REI variables, feelings of connectedness to one's REI group (connectedness) and the perception that one's racial-ethnic group values achievement (embedded achievement), contributes to positive achievement outcomes. Although research has suggested that REI significantly impacts achievement, the specific processes by which this occurs are less known. Considering the social-cognitive literature, it is plausible that different psychological and motivational beliefs mediate the relationship between REI and achievement-related outcomes. This dissertation study examines the mediating effect of sense of school belonging and perceived sense of school engagement on the relationship between REI (embedded achievement and connectedness) and academic achievement of minority middle school students longitudinally through the use of structural equation modeling. Results indicate that embedded achievement significantly predicts academic achievement. Furthermore, sense of belonging to school mediates this relationship for all racial and gender groups. Results also revealed that embedded achievement significantly predicted student perceived engagement for Hispanic students. Strategies to promote sense of belonging and embedded achievement at the personal, structural, community, peer, and family levels are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151133
Author: ROSA HERNANDEZ SHEETS
Publisher: Routledge
ISBN: 1135682100
Category : Education
Languages : en
Pages : 283
Get Book Here
Book Description
Presents work of scholars and practitioners who are exploring the interconnections of racial and ethnic identity to human development, for the purpose of promoting successful pedagogical practices and services.
Author: Billie S Schwartz
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
As diversity increases in the U.S., there is a pressing need to understand ethnic identity development in children, particularly in relation to psychological well-being. Previous studies document the importance of ethnic identity development and its influence on positive development, psychological well-being, and academic adjustment in children, particularly from ethnically diverse backgrounds (Booker; 2006; Phinney, 1990, 1995; Thomson & Zand, 2005). However, limited research investigates the relationship between ethnic identity and the well-being of school-aged children, particularly during middle childhood (García Coll & Marks, 2009; Phinney, 1990). This exploratory study sought provide greater understanding of ethnic identity development in children, as well as to fill the gaps in the literature by examining the link between ethnic identity development and well-being in children, including self-concept, self-esteem, hope, and academic self-efficacy. One hundred and thirty-eight children between the ages of 8-12 were recruited for the study. Parametric and nonparametric tests were conducted to look at the study variables of racial and ethnic awareness, perceived discrimination, ethnic identity development and psychological well-being. Overall, this study found that children as young as eight reported experiencing ethnic discrimination and are aware of racial and ethnic differences. Results showed that children were more likely to identify in early stages of ethnic identity development (e.g., Identification, Affirmation, and Commitment) over later and more adult-like stages of Exploration and Achieved Identity, and these scores were impacted differently by nativity, school level, and ethnicity. Support for the connection between ethnic identity development and psychological well-being was not found. These results suggest that more research is needed to look at ethnic identity development as multidimensional, rather than the traditional unidimensional approach of an achieved status model. Further, more research is needed in exploring the connection between ethnic identity development and psychological well-being for this age group.
