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Academic Identity Formation And Motivation Among Ethnic Minority Adolescents: The Role Of The "Self" Between Internal And External Perceptions Of Identity, Jamaal Matthews, Meeta Banerjee, Fani Lauermann
Academic Identity Formation And Motivation Among Ethnic Minority Adolescents: The Role Of The "Self" Between Internal And External Perceptions Of Identity, Jamaal Matthews, Meeta Banerjee, Fani Lauermann
Department of Educational Foundations Scholarship and Creative Works
Identity is often studied as a motivational construct within research on adolescent development and education. However, differential dimensions of identity, as a set of internal values versus external perceptions of social belonging, may relate to motivation in distinct ways. Utilizing a sample of 600 African American and Latino adolescents (43% female; mean age = 13.9), the present study examines whether self-regulated learning (SRL) mediates two distinct dimensions of academic identity (i.e., value and belonging) and mastery orientation. This study also examines whether self-efficacy moderates the mediating role of SRL between identity and mastery. Results show evidence for moderated mediation between …
Multiple Pathways To Identification: Exploring The Multidimensionality Of Academic Identity Formation In Ethnic Minority Males, Jamaal Matthews
Multiple Pathways To Identification: Exploring The Multidimensionality Of Academic Identity Formation In Ethnic Minority Males, Jamaal Matthews
Department of Educational Foundations Scholarship and Creative Works
Empirical trends denote the academic underachievement of ethnic minority males across various academic domains. Identity-based explanations for this persistent phenomenon describe ethnic minority males as disidentified with academics, alienated, and oppositional. The present work interrogates these theoretical explanations and empirically substantiates a multidimensional lens for discussing academic identity formation within 330 African American and Latino early-adolescent males. Both hierarchical and iterative person-centered methods were utilized and reveal 5 distinct profiles derived from 6 dimensions of academic identity. These profiles predict self-reported classroom grades, mastery orientation, and self-handicapping in meaningful and varied ways. The results demonstrate multiple pathways to motivation and …
Men At The Crossroads: A Profile Analysis Of Hypermasculinity In Emerging Adulthood, Charles S. Corprew, Jamaal Matthews, Avery Devell Mitchell
Men At The Crossroads: A Profile Analysis Of Hypermasculinity In Emerging Adulthood, Charles S. Corprew, Jamaal Matthews, Avery Devell Mitchell
Department of Educational Foundations Scholarship and Creative Works
The purpose of this study is twofold: to evaluate the factor structure of the Auburn Differential Masculinity Index (ADMI-60) and to investigate the varied adoption of hypermasculine attitudes within a sample of 328 collegiate males (M = 19.50, SD = 1.53). Factor analytic procedures were used to determine a factor structure that provided the best fit for the data. Four dimensions emerged: dominance & aggression, sexual identity, anti-femininity, and devaluation of emotion. Cluster analytic methods were used to determine a profile structure. These clusters were compared across variables associated with the construct: hostility toward women, self-esteem, and depressive symptoms. Results …
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Department of Educational Foundations Scholarship and Creative Works
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …
The Procedurally Directive Approach To Teaching Controversial Issues, Maughn Gregory
The Procedurally Directive Approach To Teaching Controversial Issues, Maughn Gregory
Department of Educational Foundations Scholarship and Creative Works
Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between "directive teaching," in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and "nondirective teaching," in which teachers avoid persuading students on topics that are rationally controversial. However, the four methods of directive teaching discussed in the literature - explicit directive teaching, "steering," "soft-directive teaching," and "school ethos endorsement" - make rational persuasion problematic, if not self-defeating. In this essay, Maughn Rollins Gregory argues that "procedurally directive teaching" offers an alternative to such approaches because it derives from the …
Using A Table Of Specifications To Improve Teacher-Constructed Traditional Tests: An Experimental Design, Nicole Barnes, Helenrose Fives, Emily S. Krause
Using A Table Of Specifications To Improve Teacher-Constructed Traditional Tests: An Experimental Design, Nicole Barnes, Helenrose Fives, Emily S. Krause
Department of Educational Foundations Scholarship and Creative Works
We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college undergraduates were randomly assigned to an experimental (exposed to the TOS strategy) and a comparison condition (no specific strategy support) and given materials for an instructional unit to use to construct a classroom test. Results of a multivariate analysis of covariance suggested that students exposed to the TOS strategy constructed a test with higher test content evidence but not …