Maladjustment in statistical minorities within ethnically unbalanced classrooms

Ascertained if being a member of a statistical minority influences children's adjustment in school, as measured by the AML, a teacher-administered adjustment rating scale. Teachers from a southwest school district evaluated elementary students on aggressive, acting-out behaviors, moody-internalized behaviors, and learning difficulties. Analyses conducted on 376 students revealed significant effects of statistical minority status on certain dimensions of adjustment ratings for both Hispanic and Anglo students. Hispanic students in the statistical minority received poorer ratings on the moodiness dimension of the AML than nonminority Hispanic students. Anglo students in the statistical minority received poorer ratings on the aggression dimension of the AML than nonminority Anglo students. These results were interpreted in terms of cultural differences in coping with statistical minority status. Traits commonly exhibited within a culture may intensify and be perceived as maladaptive when stress resulting from being a minority occurs. Implications of the finding that statistical minority status within the school environment influences adjustment are discussed.     

Intersectional Identities,Identity Dimensions,and Academic Contingencies of Self-Worth

Many people rely on academic performance as an important part of their self-concept, or have academic contingencies of self-worth. We compared academic contingencies of self-worth in three groups of participants, who varied in their feelings about two minority identities: sexual minority Asian/Pacific Islanders, straight Asian/Pacific Islanders, and sexual minority Whites. Comparing pairs of groups that shared one marginalized social identity, we confirmed our hypothesis that participants’ feelings about their racial identity related to contingent self-worth differently based on their sexuality; in contrast, participants’ feelings about their sexual identity related to contingent self-worth in the same way regardless of race. The group defined by the intersection of two minority social identities (Asian/Pacific Islander and sexual minority) is of particular interest.     

Academic Characteristics of Early Adolescents with Higher Levels of Life Satisfaction

Research related to students’ global life satisfaction and their academic and behavioral functioning has yielded varying findings. Some researchers have suggested the possibility that very high levels of life satisfaction may yield decrements in productivity (Oishi et al. Perspectives on Psychological Science, 2, 346–360 2007). Middle school students (N?=?917) were surveyed regarding their global life satisfaction, school engagement, and academic performance. We evaluated whether the associations were best characterized linearly or non-linearly (i.e., quadratic) to clarify the associations between life satisfaction and the various academic performance variables. Differing from the findings of Oishi et al., our findings failed to reveal support for the hypothesis of a negative quadratic relation between life satisfaction and most of the academic or student engagement outcomes we examined. To the contrary, statistically significant, positive linear relations were observed between life satisfaction and GPA, math standardized test scores as well as cognitive, emotional and behavioral engagement. A linear relation was not observed between life satisfaction and English Language Arts standardized test scores. Consistent with previous research, these findings provide further support that higher levels of life satisfaction are related to higher levels of student engagement and academic performance in early adolescents. Furthermore, the results are consistent with efforts to expand education reforms to incorporate goals related to increasing students’ well-being as well as their academic success.     

The adaptation of black graduate students: A social network approach

Despite the importance of increasing the number of graduate degrees awarded to members of minority groups, there has been little research on how minority students adapt to the graduate school environment. The present study examined how social integration and social support were related to academic performance and psychological well-being among 89 black graduate and professional students. Findings indicate that black graduate students were not well integrated into their academic environment. Students in relatively more integrated departments were better adjusted, had higher grades, and perceived themselves to be making good progress in their graduate work. These students were also less likely to have considered dropping out of school. Frequency of out-of-school contact with black faculty and the number of black students in the department were important social integration and social support variables. The implications of these findings for minority student retention are discussed.     

Peer Evaluation and Academic Achievement in Performance Classes

The investigator previously reported (Muma, 1965) that academic achievement was related to extremes in peer evaluation (high acceptance, high rejection, and neglect). The present study supplements the previous one in that it deals with the same hypothesis and the same student population (3,917 students from 7 junior and senior high schools) but differs in that the previous study was based on achievement in academic classes, whereas the present study deals with achievement in performance classes. The present findings support the hypothesis that achievement in performance classes is related to extremes in peer choice but not in the same manner as was previously reported for achievement in academic classes.     

Diligence and Academic Performance

The research literature in education is devoting increasing attention to the role of student effort in academic performance. This study posits a construct, diligence, which expresses or reflects an individual's effort toward achieving physical, mental, social, and spiritual ideals. A Diligence Inventory (DI) was developed using factor analysis and construct validation procedures. Although no statistical relation was found between diligence and ability, the two variables combined to predict 37% of the variance in the academic performance of 237 high-school students. Implications for educational practice include a greater need to affirm the efforts of youth in their quest for balanced educational development.     

A Multilevel Multivariate Analysis of Academic Performances in College Based on NCAA Student-Athletes

This is an application of contemporary multilevel regression modeling to the prediction of academic performances of 1st-year college students. At a first level of analysis, the data come from N > 16,000 students who were college freshman in 1994–1995 and who were also participants in high-level college athletics. At a second level of analysis, the student data were related to the different characteristics of the C = 267 colleges in Division I of the NCAA. The analyses presented here initially focus on the prediction of freshman GPA from a variety of high school academic variables. The models used are standard multilevel regression models, but we examine nonlinear prediction within these multilevel models, and additional outcome variables are considered. The multilevel results show that (a) high school grades are the best available predictors of freshman college grades, (b) the ACT and SAT test scores are the next best predictors available, (c) the number of high school core units taken does not add to this prediction but does predict credits attained, (d) college graduation rate has a second-level effect of a small negative outcome on the average grades, and (e) nonlinear models indicate stronger effects for students at higher levels of the academic variables. These results show that standard multilevel models are practically useful for standard validation studies. Some difficulties were found with more advanced uses and interpretations of these techniques, and these problems lead to suggestions for further research.     

Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time

Background. Academic self‐handicapping (ASH) tendencies, strategies students employ that increase their chances of failure on assessments while protecting self‐esteem, are correlated with classroom goal structures and to learners' general self‐perceptions and learning strategies. In particular, greater ASH is related to poorer academic performance but has yet to be examined with respect to learners' performance across a series of tests. Aims. This research was designed to examine the relationship between students' ASH tendencies and their self‐concept clarity, learning strategies, and performance on a series of tests in a university course. Sample. A total of 209 (153 female; 56 male) Canadian university psychology students participated in this study. Methods. Participants' ASH tendencies, self‐concept clarity, approaches to learning, and self‐regulatory learning strategies were assessed along with expected grades and hours of study in the course from which they were recruited. Finally, students' grades were obtained for the three tests for the course from which they were recruited. Results. Students reporting greater self‐handicapping tendencies reported lower self‐concept clarity, lower academic self‐efficacy, greater test anxiety, more superficial learning strategies, and scored lower on all tests in the course. The relationships of ASH scores and learner variables with performance varied across the three performance indices. In particular, ASH scores were more strongly related to second and third tests, and prior performances were accounted for. ASH scores accounted for a relatively small but significant proportion of variance for all three tests. Conclusions. These results showed that ASH is a unique contributing factor in student performance outcomes, and may be particularly important after students complete the initial assessment in a course.     

Personal Values and Academic Performance Among Engineering Students

Independently drawn random samples of 20 dean's list and 20 academic probation engineering sophomores were the subjects in this investigation of student academic status in relation to personal values and aptitude variables. Dean's list students differed significantly (.05 level) from academic probation students on variables such as need for achievement, direction of aspirations, peer group values, independence in planning, persistence, self-control, and high school record. No statistically significant differences were found on variables such as socio-economic status, influence of the home, self-insight or scholastic aptitude. It was concluded that the successful engineering student differs from the relatively less successful engineering student in certain measurable characteristics. These results elucidate the efficacy of the utilization of nonintellective variables in such differentiation.     

Introduction to the Special Issue: The Influence of Cultural and Linguistic Variables on Student Behavior and Academic Performance

Although focus on linguistic and cultural variables in education has been a priority at the federal level, few empirical papers reporting experimental analyses of the influence of these variables have been published. The goal of this special issue is to highlight recent experimental analyses of cultural or linguistic variables on student behavior or academic performance and to illustrate the challenges in translating an applied behavior analytic approach across languages and cultures. The special issue is comprised of studies that address three issues relevant to behavioral education: (1) comparative effects of providing academic instruction or addressing challenging behavior of children with intellectual and developmental disorders in English or their home language of Spanish, (2) delivering effective instructional practices with students from diverse racial and cultural groups, and (3) considerations regarding the translation of applied behavior analysis in education for adoption in a different language and culture.     

The Personal,Academic, and Career Problems of College Student Athletes: Some Possible Answers

This paper reports the development of a unique counseling program for student athletes at the University of Florida in which the athletic counselor's role has been expanded beyond traditional roles to that of identifying and assisting with the athletes' personal, vocational, and academic concerns. The authors also report on a recently developed course in counselor education targeted toward athletes and discuss a preventive approach using individual and group counseling of athletes.     

The nontraditional female athlete: A case study

Abstract

Current research presents traditional female college student-athletes as unmarried and childless individuals between 18 and 24 years of age. However, many colleges/universities are experiencing increases in the number of nontraditional students returning to higher education following leave from academic involvement. Possibly, this has implications for an increase in nontraditional student athletes. This case study examined a Caucasian female (age 36), Division II state ranked distance runner at an historically Black college. Compared to female athletes discussed in the literature, this nontraditional athlete was similar in motivation, locus of control, self-esteem, and attentional focus. She was different in role conflict, social support, use of imagery, and anxiety experiences. Nontraditional athletes may have different support systems and vary in participation motivations from the traditional athletes in the literature. Practitioners need to understand nontraditional athletes and the influence of lifestyle differences in relation to training and performance. Practitioners working with nontraditional athletes should focus on the impact of lifestyle and role differences on psychological variables related to participation and performance.     

Ethnic Segregation and Perceived Discrimination in College: Mutual Influences and Effects on Social and Academic Life1

This study examined relationships among same‐ethnicity friendships, perceptions of ethnic discrimination, and social and academic adjustment in college using a large longitudinal sample of White, Asian, Latino, and African American students. Results demonstrated that Latino students who had more in‐group friends during college exhibited reduced belonging and academic performance at the end of college. Perceived discrimination also had negative effects on Latino students' sense of belonging. For African American students, having more in‐group friends during college was related to enhanced academic commitment and motivation at the end of college. Perceiving more discrimination was also associated with enhanced academic motivation for African American students. Explanations for the divergent experiences of the two minority groups on campus are discussed.     

成就目标定向对学习倦怠的影响：学业自我效能的中介作用

采用问卷法调查了1139名初中生,运用结构方程模型探讨了学业自我效能在成就目标定向与学习倦怠关系中的中介效应。结果发现：(1) 学习目标定向和成绩接近定向与学习倦怠具有负向联系,而成绩回避定向与学习倦怠具有正向的关联;（2）学业自我效能在成就目标定向与学习倦怠的关系中起着一定的中介作用;在学习目标定向与学习倦怠、成绩接近定向与学习倦怠的关系中,学业自我效能起完全中介作用,且效果较为明显;而在成绩回避定向与学习倦怠的关系中,学业自我效能起部分中介作用,中介效应较弱。     

Perceived Attachment Security to Father, Academic Self-Concept and School Performance in Language Mastery

This study examined the relations between 8–12-year-olds’ perceived attachment security to father, academic self-concept and school performance in language mastery. One hundred and twenty two French students’ perceptions of attachment to mother and to father were explored with the Security Scale and their academic self-concept was assessed with the French adaptation of the Self Perception Profile. Students’ grade point average in language mastery was obtained from teachers and their reading performances were evaluated with a written word identification test. Attachment to father was found to be the only significant predictor, among attachment variables, of children’s grade point average in language mastery even after controling for sex, age and cognitive performance. Finally, results confirmed the mediating role of academic self-concept in the relation between attachment to father and grade point average in language mastery.     

Sticks and stones may break my bones: Protective factors for the effects of perceived discrimination on social competence in adolescence

Adolescents are developing in an increasingly diverse society requiring sophisticated and flexible social skills for effective negotiation of social environments. Developing these social skills effectively has important implications for adolescents, especially those of diverse ethnic backgrounds. This study investigated social competence in minority and nonminority adolescents from the perspective of an integrated and context‐specific model of development (C. Garcia Coll et al., 1996 ). The relationships among perceived discrimination, attachment, ethnic identity, and social competence were explored in 320 middle school students using questionnaire methodology. Perceived discrimination was found to be negatively related to social competence in all participants and attachment was found to be a buffering factor, but only in minority adolescents. The findings support a unique developmental context of minority and nonminority youth and highlight the need for continuing research on constructs such as attachment and ethnic identity that may be influential in outcomes such as social competence.     

正常与多动儿童的创造力、学习适应性比较研究

本研究比较ADHD儿童和正常儿童在创造性思维测验、学习适应性测验以及教师对其创造力评价上的差异。结果表明：(1)ADHD儿童和正常儿童在数字和图形创造性思维测验上的成绩没有显著的差异。表明ADHD和创造力是彼此独立的两个特质;(2)ADHD儿童在学习态度、学校环境(主要是师生关系和同伴关系)、独立性和毅力等维度上明显偏低;(3)不同学科教师对于ADHD儿童和正常儿童在创造力水平高低的评价上没有显著性差异;(4)对于正常儿童。不同学科教师对其创造力的评价与儿童在创造力测验上的得分呈显著性相关;对于ADHD儿童则没有显著性相关。     

Measuring up: Academic performance of Canadian immigrant children in reading,mathematics, and science

Using the Canadian sample from the Programme for International Student Assessment, this study examined the effects of student and school characteristics on academic achievement of immigrant and non-immigrant students. No differences were found in mathematics achievement, but non-immigrant students outperformed immigrant students in both reading and science achievement. At the student level, there was more gender equity in academic achievement among immigrant than non-immigrant students. Socioeconomic inequity was related to fathers among immigrant students but to both mothers and fathers among non-immigrant students. Home language had weaker effects among immigrant than non-immigrant students. At the school level, teacher-student ratio, teacher morale, and academic pressure were predictors for immigrant students, whereas disciplinary climate for non-immigrant students. Non-immigrant students demonstrated tremendous regional differences that were absent among immigrant students.     

The effects of multi-component,assessment-based curricular modifications on the classroom behavior of children with emotional and behavioral disorders

In this study, academic task assignments were modified in an effort to improve the conduct and task performance of three students with emotional and behavioral disorders. Functional assessments, including interviews and direct observations, were conducted to identify variables that affected the performance of each student during problematic assignments. The assessments implicated several variables for each student. These variables were then used as guides to modify the problematic tasks. The modifications resulted in reduced levels of problem behaviors and increased rates of task engagement, work productivity and accuracy for each of the students. The effects were demonstrated within ongoing academic activities and replicated through the use of reversal designs. The findings are discussed in relation to the practical process of functional assessment and the relevance of curricular and instructional arrangements to the occurrence of disruptive behavior.     

The Moderating Role of Ethnic Identity and Social Support on Relations Between Well‐Being and Academic Performance1

The role of social support and ethnic identity in moderating the effects of factors that may emanate from stereotype threat on academic performance was examined. Depressive and anxiety symptoms of ethnic minority (n = 65) and Euro‐Caucasian students (n = 198) were tracked through their first year of university. Although students' symptoms did not differ at the outset of the year, higher symptoms uniquely evident among ethnic minority students at midyear were associated with poorer final grades, and reduced well‐being was sustained at the end of the year. Social support from friends and fewer unsupportive interactions predicted greater success among ethnic minority students. Although both groups benefited from academic support, such support was perceived as less available to minority students.