The Relationship Between Self-efficacy, Locus of Control, Spirituality, Personal Characteristics, and Academic Success of African-American Young Adults PDF Download
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Author: Sharron Helm
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Author: Sharron Helm
Publisher:
ISBN:
Category :
Languages : en
Pages : 252
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 644
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Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Edith Hertel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 156
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Author: Natosha Peterson Speight
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 270
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Book Description
In today's society, students from urban environments are often exposed to higher rates of crime and violence, poverty, school dropout, incarceration, substance abuse, and many other factors that are associated with increased risk for social and/or emotional problems (Babbitt & Byrne, 1999; Jeffries, 2000; Schensul, 1998; Van Horn, 1999). Many of these factors interfere with the learning and educational process of urban adolescent students. Although many urban adolescents face similar risk factors, some students manage to overcome the stressors and show positive adaptation in the face of adversity. Unfortunately, these success stories are far too often the exception, rather than the norm or the expectation. Barbarin (1992) noted that the way African-American children are able to survive and thrive in the face of adversity clearly requires more attention. The current study explored this phenomenon by examining the relationships between self-efficacy, resilience and achievement, and provides empirical data to the scant research literature on African-American urban adolescents. The present study examined the relationships between self-efficacy, resilience and academic achievement among African-American urban high school students in Washington, DC. The study hypothesized positive relationships between self-efficacy, resilience and achievement, and also examined the contribution of self-efficacy and resilience in predicting academic achievement. Collected data were analyzed using correlation statistics, multiple regression analyses and analysis of variance. The study further explored the contributory effect of select demographic variables (i.e. authoritative parenting, role models, and socioeconomic status) on the variance in self-efficacy and resilience. Results indicated that resilience was significantly and positively correlated with achievement, self-efficacy and authoritative parenting. Additionally, authoritative parenting was significantly and positively correlated with achievement, influential role models, and self-efficacy. Authoritative parenting also emerged as a significant predictor of self-efficacy and resilience. Based on the findings of the current study, resilience and authoritative parenting may be protective factors for African-American urban youth. Strategies and interventions developed to support and promote resilience and authoritative parenting are likely to have implications for positive outcomes, which may also mitigate risk factors and contribute to lessening the achievement gap among cultural groups. Implications for future research and intervention are discussed.
Author: Wellington J. Coleman
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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Author: Albert Bandura
Publisher: Cambridge University Press
ISBN: 9780521586962
Category : Medical
Languages : en
Pages : 356
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Book Description
The volume addresses important issues of human adaptation and change.
Author: Ramona D. Cox
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 199
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Book Description
"This study examines the educational experiences of African American adult learners who have described their journey through higher education as transformative; particularly, learners who have attended or are attending community college. This study looks at how transformation helps move minority learners towards academic achievement and personal empowerment. The research attempted to answer the following three questions: 1) How do adult African American learners who are attending or have attended community college define their transformation within the context of transformative learning?, 2) What are the sociocultural, spiritual, and empowerment dimensions of transformative learning for this population?, and 3) What factors within this transformative experience contributed to what African American adult learners define as personal growth and achievement/success? As part of this phenomenological narrative study, data was collected primarily through one-on-one, semi-structured interviews with five, adult, African American learners, including three females and two males. Each participant described experiencing: a life change through a major event or crisis, an increase in cultural consciousness, an increase in spiritual evolution, and a stronger sense of purpose in life due to their community college learning. A conceptual framework that incorporates transformative learning, critical race and spirituality theories was used to analyze the learners' narratives. Data show that participants developed an overwhelming sense of empowerment while going through their educational journey that helped them develop into academically, socially, and emotionally prepared individuals ready to face an unjust society. This study suggests that understanding the journey of African American adult learners can help educational leaders improve the transfer, retention, and graduation rates of this student population. These learners' journeys can also help educators and researchers better appreciate the social, spiritual, and cultural dimensions of transformative learning at the community college level."--Abstract from author supplied metadata.
Author: Marthina Jacoba Kirchner
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The main aim of this study was to determine whether the locus of control construct could be used to predict academic success. The study differentiated between short-term academic success (successful completion of the first year of study) and long-term academic success (successful completion of pre-graduate degree). Both generalised and domain specific locus of control measurements were used to determine which of these correlate with academic success. A further aim was to investigate the role of self esteem and level of defensiveness in the relationship between locus of control and academic achievement. Four measurement instruments were administered to an effective sample of 53 first year students at the University of Pretoria. The measurement instruments were the Internal, Powerful other and Chance Scales (Levenson, 1981), the Multi-dimensional, Multi-attributional Causality Scale (Lefcourt, 1981), the Social Desirability Scale (Crowne & Marlowe, 1960) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). The statistical analyses consisted of descriptive statistics and correlational analyses. Analysis of the data showed no significant correlation between locus of control and academic achievement for the group as a whole but did show a significant positive correlation between long-term academic success and generalised internality among black students. The data further showed a significant negative correlation between self esteem and long-term academic success. Self esteem correlated positively with an external orientation in both black and white students. The only significant predictor of academic success among white students was social desirability.
Author: Joan Carol May
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 180
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Book Description
