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1.
Wei-Cheng Mau 《Psychology in the schools》1997,34(3):267-277
This study investigates the differences in parental influence on academic achievement of Asian immigrants, Asian Americans, and White Americans. The sample consisted of a nationally representative sample of 10th grade students obtained from the National Educational Longitudinal Study of 88, first follow-up, sponsored by the National Center for Educational Statistics. Results indicate that both Asian immigrants and Asian Americans spent significantly more time on homework and perceived higher parental educational expectation than did White American students. White American students, on the other hand, reported more parental involvement in school activities. A negative relationship between parental involvement and academic achievement was found for the Asian immigrant and Asian American students. Implications of the findings on academic achievement are discussed based on cultural perspectives. © 1997 John Wiley & Sons, Inc. 相似文献
2.
Using PISA and PIAAC data from twelve OECD countries, we examine the gap in cognitive skills among immigrants and natives and evaluate how those differences have evolved over time. We also consider how demographics, family background and school quality explain the development of cognitive skills of young people with immigrant backgrounds. The results show, first, that some convergence in skills occurs between second-generation immigrants and natives over time. Second, demographics, family background and school quality variables all contribute to the achievement gaps across different groups. 相似文献
3.
Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology. 相似文献
4.
The present study investigated gender differences in adolescents’ academic motivation and classroom behaviour and gender differences in the extent to which motivation was associated with, and predicted, classroom behaviour. Seven hundred and fifty students (384 boys and 366 girls) aged 11–16 (M age?=?14.0, 1.59 SD) completed a questionnaire examining academic motivation and teachers completed assessments of their classroom behaviour. Girls generally reported higher levels of academic motivation, whilst teacher reports of behaviour were poorer for boys. Interestingly, boys’ reported levels of academic motivation were significantly more closely associated with teacher reports of their classroom behaviour. Furthermore, cognitive aspects of boys’ motivation were better predictors of their classroom behaviour than behavioural aspects. On the other hand, behavioural aspects of girls’ motivation were better predictors of their behaviour. Implications for understanding the relationship between motivation and behaviour among adolescent boys and girls are discussed, in addition to interventions aimed at improving adolescents’ classroom behaviour. 相似文献
5.
Motivational development in low-income adolescents has been insufficiently studied, due to the difficulties involved in accessing the target population. Nevertheless, previous research suggests that some specific developmental patterns might be particular to this group. On the basis of Self-Determination Theory (SDT) and using latent growth modeling (LGM), we investigated the trajectories of intrinsic and extrinsic motivations in low-income students during adolescence, and we identified the role of parents, teachers, and classmates in determining these trajectories. The participants were 228 adolescents (Mage = 12.8; SDage = 1.74; 43.4% girls; 17.1% immigrants) officially certified by the Italian government as being below the poverty threshold. Data was collected by means of a four-wave research design over a period of two years.Our findings revealed a significant drop in levels of identified regulation over time, while all other forms of motivation, including intrinsic motivation, remained stable during the period considered. Low-income students therefore appear to experience a specific form of motivational decline during adolescence, so that they perceive studying as being less and less meaningful in relation to their goals, values and identities. This decline is even more pronounced for second-generation and male low-income adolescents.However, parents and teachers were significant predictors of identified regulation at each point in time, suggesting that their support for autonomy fosters identified regulation throughout adolescence. As regards the role of classmates, peer acceptance appears to support identified regulation, while having many friendships seems to have a negative impact on this kind of motivation. 相似文献
6.
This study examined the influence of integrative motivation, instrumental motivation and second language (L2) proficiency on socio-cultural/academic adaptation in a sample of two groups of international students studying Chinese in China. Results revealed that the non-Asian student group reported higher levels of integrative motivation, socio-cultural adaptation and Chinese language proficiency than the Asian student group, who reported a higher level of instrumental motivation. No significant difference was found in academic adaptation between the two groups. Moreover, the relationships between study variables are the same across Asian and non-Asian student groups. Further evidence from this research indicated that socio-cultural adaptation was influenced more by integrative motivation and less by L2 proficiency. Integrative motivation was found to be the only significant predictor of academic adaptation. Implications for future research are discussed. 相似文献
7.
The first year of college is a pivotal time for academic and personal development, yet there is still much to be learned about motivational change during this period. Using Self-Determination Theory (SDT), we assessed six distinct types of motivation among an initial sample of 776 students at four time points over the first year of college. Latent growth models indicated initially high but declining levels of intrinsic motivation and identified regulation, moderate but increasing levels of positive and negative introjection, and low but increasing levels of external regulation and amotivation. These patterns suggest that, on average, more autonomous types of motivation tend to decrease over the first year of college while more controlled types of motivation tend to increase. Academic functioning was predicted by (a) initial levels of both identified regulation and amotivation and (b) change trajectories for intrinsic motivation, identified regulation, and amotivation. These findings suggest that contextual supports for building autonomous motivation and minimizing amotivation appear to be essential both prior to college entry and throughout the first year. 相似文献
8.
In this paper, we study the evolution of cognitive and noncognitive skills gaps for children of immigrants between kindergarten and 5th grade using two cohorts of elementary school students. We find some evidence that children of immigrants begin school with lower math scores than children of natives, but this gap disappears in later elementary school. For noncognitive skills, children of immigrants and children of natives score similarly in early elementary school, but a positive gap opens up in 2nd grade. We find that the growth in noncognitive skills is driven by disadvantaged immigrant students. We discuss potential explanations for the observed patterns of skill development as well as the implications of our results for the labor market prospects of children of immigrants. 相似文献
9.
This study examined change in Chinese students’ autonomous learning motivation in the first three years of college and how this change is accounted for by intra- and inter-individual variables. The sample included 633 (328 female) college freshmen. Results showed that students’ autonomous learning motivation decreased over years in college. Students’ perceived parental autonomy support and peer relatedness demonstrated different change patterns over time, but each variable positively predicted students’ autonomous learning motivation. Students majoring in science showed a more rapid decline in motivation than liberal arts students. Students studying a major of their own choice showed a higher initial level of motivation than students who were studying a major not of their own choice, but no group difference in the declining trend of motivation was observed. The positive effects of students' perceived institutional support on motivation were limited to the freshmen year. 相似文献
10.
This study examined the interplay between university students' trajectories of motivational regulation and autonomous motivation across one semester, exploring both between and within person components. Participants (N = 193) from one large class reported motivation in two-week intervals over the course of one semester. Bivariate latent curve models with structured residuals revealed rates of change in motivational regulation and autonomous motivation were not linear, declining across the first ten weeks of the semester then bouncing back in the final month. Between-person effects of individual change demonstrated mirroring relationships of latent intercepts and slopes across the semester. Within-person findings revealed that autonomous motivation was a negative predictor of future motivation regulation. Students' grade point average only predicted students’ beginning level of motivational regulation. It appears that students with higher states of autonomous motivation view motivation regulation as unnecessary or even a potential threat to their learning pleasure and satisfaction. 相似文献
11.
Though much valuable research has been conducted on the academic achievement of school-age immigrant youth, less is known about the early developmental competencies of immigrant children during the preschool years. This study describes the school readiness of 2194 low-income children receiving subsidies to attend child care with emphasis on how nativity status (generation), race/ethnicity, and national origins might be related to children's preparedness for kindergarten. The Learning Accomplishment Profile–Diagnostic (LAP-D) was used to measure cognitive and language skills, while teacher-report on the Devereux Early Childhood Assessment (DECA) measured socio-emotional protective factors and behavior concerns. Results demonstrate that variation does exist in school readiness according to nativity-based factors. First- and second-generation immigrants lagged behind children in non-immigrant families in cognitive and language skills but excelled by comparison in socio-emotional skills and behavior. In many cases, first-generation immigrant children showed more advanced development than second-generation immigrant children, providing some evidence in the early years for an immigrant advantage. The present study raises awareness regarding some of the strengths immigrant children demonstrate from a very young age—strengths that can be built upon to encourage their later success and academic achievement. 相似文献
12.
Muriel Meunier 《Economics of Education Review》2011,30(1):16-38
This paper investigates empirically whether immigrant students in Switzerland perform poorly compared to their native counterparts and provides some explanations. Using a national sample of the 2000 PISA (Programme for International Student Assessment) database, we first analyze the impact of immigrant status on pupils’ achievement. We find a negative and significant impact of immigrant status on test scores in reading, mathematics and science literacy, even after controlling for a set of characteristics. We then decompose the observed reading score gap between Swiss and immigrant students to identify whether gaps in endowments explain test score differences along the distribution. Lower endowments explain most of the achievement gap in reading between Swiss and second-generation immigrants. However, lower returns explain around one quarter of the achievement gap between Swiss and first-generation immigrants for the weakest pupils. 相似文献
13.
Can controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be. 相似文献
14.
This article presents a study of academic procrastination and associated motivation variables in 508 adolescents from a general secondary school in central Turkey. Girls reported higher levels of self‐efficacy for self‐regulation and predicted higher Turkish grades than boys, but there was no difference in levels of procrastination. Academic self‐efficacy was a stronger predictor of procrastination for girls than for boys, but for both groups self‐efficacy for self‐regulation was the strongest predictor of procrastination. Most participants (83%) reported spending one hour or more procrastinating per day, with writing tasks the most prone to procrastination for boys and girls. When procrastinating, Turkish adolescent boys were more likely to spend time with electronic media (watching TV, emailing, going on‐line, and, in particular, playing computer games), whereas girls were most likely to read books, magazines, and newspapers. The article concludes with implications for researchers, and also for parents and educators of adolescents. 相似文献
15.
David S. Crystal Chuansheng Chen rew J. Fuligni Harold W. Stevenson Chen-Chin Hsu Huei-Jen Ko Seiro Kitamura Susumu Kimura 《Child development》1994,65(3):738-753
American, 1,633 Chinese, and 1,247 Japanese eleventh-grade students, 5 indices of maladjustment included measures of stress, depressed mood, academic anxiety, aggression, and somatic complaints. Asian students reported higher levels of parental expectation and lower levels of parental satisfaction concerning academic achievement than their American peers. Nevertheless, Japanese students reported less stress, depressed mood, aggression, academic anxiety, and fewer somatic complaints than did American students. Chinese students reported less stress, academic anxiety, and aggressive feelings than their American counterparts, but did report higher frequencies of depressed mood and somatic complaints. High academic achievement as assessed by a test of mathematics was generally not associated with psychological maladjustment. The only exception was in the United States, where high achievers indicated more frequent feelings of stress than did low achievers. 相似文献
16.
商洛人口根据移民来源的先后可分为两批,一批是本地人,主要分布在商州、丹凤、洛南等市县城市广大地区,讲此种语言的人主要是当地土著居民和明代移民至此较早的＂大槐树人＂,他们以主户自居。另一批是第二次移民高潮来陕的人,他们的祖先于清初伴随着＂湖广填陕南＂的浪潮从江南和广东、福建沿海等地入陕定居,故被称作＂客户人＂,其名称和＂客家人＂的叫法有异曲同工之妙。商洛的本地人还称＂下湖话＂为＂蛮子＂＂山蛮子＂＂鬼蛮子＂,下湖人则称本地话为＂瞎家伙话＂＂爪子话＂＂奤子话＂。在相关方言材料和文献资料的基础上,对各种称谓的说法作出了相应地解释。 相似文献
17.
This study examined the mediator and moderator roles of self‐regulation and motivation constructs in the relationship between learning experience and academic success. Self‐reported measures of learning experience, self‐regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self‐regulation and motivation fully mediated the learning experience—academic performance relation. In addition, hierarchical regression analysis also showed that both self‐regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self‐regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed. 相似文献
18.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
19.
Past research has shown that Hispanic students make test score gains relative to whites as they age through school; however, this finding stands in contrast to the experience of blacks, who show little change in their relative position over the same time frame. Distinguishing Hispanic students by immigrant generation, I find that the children of immigrants (first- and second-generation Hispanics) drive the improvement in Hispanic test scores. Later-generation Hispanics consistently perform slightly below whites, perhaps due to negative selection into ethnic identification. Thus, previous estimates vastly understate the progress of first- and second-generation Hispanic immigrants. From a negative gap in 3rd grade, these students surpass socioeconomically similar whites in math and reading by middle school and end 8th grade as much as a quarter of a standard deviation ahead. Assimilation alone cannot explain this progress; a potential explanation is that immigrant parents create a home environment that fosters achievement. 相似文献
20.
Ya’arit Bokek‐Cohen Nitza Davidovich 《Assessment & Evaluation in Higher Education》2011,36(7):817-830
The USA has served as a beacon of hope for thousands of foreign students and academics with its diverse and superior opportunities created by a system of meritocracy unparalleled in the world. In keeping with other industries, academia is increasingly becoming a global village and foreign‐born professors constitute a large proportion of university faculties. As higher education is increasingly accessible to students with varying levels of academic preparedness, faculties have become more aware of the importance of the opinions of students – the system’s consumers – on teaching. Bearing in mind the ‘similarity‐attraction paradigm’, this study sought to examine whether teaching evaluations are affected by cultural similarity or difference between students and instructors. Our data are based on teaching ratings from the largest Israeli public college. The analysis relates to 42,874 teaching ratings of 768 instructors, of whom 602 are Israeli‐born and 166 are immigrants from the Former Soviet Union (FSU). The findings indicate that FSU immigrant students awarded higher evaluations to FSU immigrant faculty members than their native‐born peers. Similarly, Israeli‐born students awarded higher evaluations to Israeli‐born faculty than the FSU immigrant students. We conclude by discussing the educational and managerial implications of these findings for higher education institutions with ethnically diverse faculty and students. 相似文献