Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 7 of 7
Full-Text Articles in Education
Discrimination, Acculturative Stress, And Academic Achievement, Rebecca A. Steele
Discrimination, Acculturative Stress, And Academic Achievement, Rebecca A. Steele
Theses and Dissertations
Researchers report an association of racial discrimination to academic achievement for racial/ethnic minority students. Racial discrimination is manifest on multiple levels, including interpersonal discrimination, discrimination in schools, and societal and cultural discrimination. Researchers have generally focused their efforts on examining the effects of one type of discrimination on academic achievement. Further, mediators of this relation have not been fully explored. In a sample of 78 college students, only interpersonal racial/ethnic discrimination, and not school-based or societal discrimination, was negatively associated with GPA. However, the effects did not hold once controlling for demographic factors. Two potential mediators of the relations of …
Exploring The Impact Of The Achievement Gap On Shame And Resilience In African American College Students, Brittany R. Thomas
Exploring The Impact Of The Achievement Gap On Shame And Resilience In African American College Students, Brittany R. Thomas
Electronic Theses and Dissertations
The achievement gap refers to the stark difference that occurs between racial or gender groups, as one group performs significantly higher than the other. An achievement gap has the propensity to produce psychological distress, as well as buffering techniques that are necessary for survival and success. Growing research shows that African American college students experience unique levels of trauma, shame, hardship, macro, and micro-aggressions, suggesting that these students learn to self-preserve as early as 10 years old. This study used a Pearson correlation, Independent T-Test, and a Moderated Multiple Regression to explore the impact of the achievement gap on shame …
Academic Engagement, Motivation, Self-Regulation, And Achievement Of Georgia Southern University Sophomore Students, John O. Lemay Iv
Academic Engagement, Motivation, Self-Regulation, And Achievement Of Georgia Southern University Sophomore Students, John O. Lemay Iv
Electronic Theses and Dissertations
Research has shown that engagement, motivation, self-regulation, and their individual effects on student achievement are established factors that influence college students’ success. However, what is less clear are these variables’ relationships and their collective influence on achievement. Since students face unique trials as they persist through college, consideration of these relationships and their effect on the achievement of all students is necessary. There is a widening achievement gap between sexes; females have now passed males in enrollment, persistence, and graduation rates. Previous research in this area has been largely centered on undergraduate female students in their freshman year, but the …
Jack's Brain, Jill's Brain: Why Gender Differences Matter, Shauna F. King
Jack's Brain, Jill's Brain: Why Gender Differences Matter, Shauna F. King
National Youth Advocacy and Resilience Conference
This workshop introduces participants to the rapidly emerging research on how the brains of females and males are developmentally, structurally and functionally different. Based on these differences, participants will learn academic approaches customized to the distinctly different learning styles of girls and boys.
Exploring The Role Of Social Reasoning And Self-Efficacy In The Mathematics Problem-Solving Performance Of Lower- And Higher-Income Children, Allison G. Butler
Exploring The Role Of Social Reasoning And Self-Efficacy In The Mathematics Problem-Solving Performance Of Lower- And Higher-Income Children, Allison G. Butler
Journal of Educational Research and Practice
Research documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children’s accuracy and self-efficacy, and (3) the relation between children’s mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. …
The Role Of Social Capital And Internal Locus Of Control In The Academic Achievement Of Traditionally Disadvantaged Students, Randy Couwenhoven
The Role Of Social Capital And Internal Locus Of Control In The Academic Achievement Of Traditionally Disadvantaged Students, Randy Couwenhoven
Ed.D. Dissertations
The academic achievement gap between minority and low socioeconomic status children and their more advantaged counterparts is a well-documented phenomenon. Many factors have contributed to this gap. The current quantitative, non-experimental, fixed-research design study has examined the potential of three social capital variables and locus of control to predict academic achievement. From a sample of 98 high school seniors, the results indicated that none of the independent variables studied were significant predictors of academic achievement for disadvantaged students. However, feelings of parental rejection were found to be a statistically significant negative predictor of grade point average (GPA) for the No …
The Effects Of The Family On Student Achievement: A Comparative Study Of Traditional Nontraditional Families, Melinda Fonteboa
The Effects Of The Family On Student Achievement: A Comparative Study Of Traditional Nontraditional Families, Melinda Fonteboa
Doctoral Dissertations and Projects
The purpose of this quantitative, causal-comparative study was to test the interactive framework of social cognitive theory, attachment theory, and the theory of moral absolutism by comparing the academic achievement of over 200 high school seniors (as measured by the Georgia High School Graduation Test; GHSGT) based on the structures of their families. The independent variable of family structure was initially classified as either nontraditional or traditional. A nontraditional family was defined, for the purposes of this study, as any family that is not comprised in its entirety by two biological parents (or adoptive parents from birth), one male and …