A profile of motivation, self-perception, and achievement in black urban elementary students

Marchant, Gregory J.

doi:10.1007/bf01108039

Cited by 18 publications

(9 citation statements)

References 13 publications

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“…Results of investigations into the relationships between self-concept and other variables do seem to depend on measurement of the self-concept construct (Kohr et a]., 1988;Marchant, 1991). The particular instrument used in this study quantified seven self-concept dimensions.…”

Section: Discussionmentioning

confidence: 89%

“…Implications from research findings on the relationship between self-concept and achievement are broad. Especially in the earlier grades, many counselors and educators devote significant time and effort to enhance students' self-perceptions (Burdett & Jensen, 1983;Marsh, 1989), and one reason for this focus is to promote achievement (Madhere, 1991;Marchant, 1991;Wiggins et al, 1994).…”

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confidence: 99%

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Relationship Between Self‐Concept and Achievement for African American Preadolescents

Trusty

Watts

House

1996

The Journal of Humanistic Education and Development

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This study examined the relationship between 7 dimensions of self‐concept and achievement in 563 African American 4th‐, 5th‐, and 6th‐graders. After controlling for socioeconomic status, social self‐concept accounted for a significant amount of variability in achievement test scores, whereas school‐related self‐concepts did not. Results do not support earlier research on the relationship between self‐concept and achievement for African American students.

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Section: Discussionmentioning

confidence: 89%

mentioning

confidence: 99%

Relationship Between Self‐Concept and Achievement for African American Preadolescents

Trusty

Watts

House

1996

The Journal of Humanistic Education and Development

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“…Thus, findings indicate less than positive attitudes about the curriculum, along with a desire for teacher understanding in order to facilitate academic success. Moreover, not only do Black students need a challenging curriculum, they need one that affirms their self-concepts (Jordan, 1981;Myoba, 1986) and racial identities (Marchant, 1991;Taylor et al, 1994).…”

Section: Discussionmentioning

confidence: 99%

“…Such social forces as discrimination, prejudice, and economic deprivation hinder the motivation and academic achievement of Black students (Felice, 1981;Howard & Hammond, 1985;Marchant, 1991;Ponterotto & Pedersen, 1993;Taylor, Casten, Flickinger, Roberts, & Fulmore, 1994), as well as contribute to their underrepresentation in gifted education programs (Ford, 1996). Social inequities are important sources of vulnerability for Black youth who, when confronted with racism and discrimination, may develop an oppositional social identity (Ogbu, 1987).…”

Section: Environmental and Social Variablesmentioning

confidence: 99%

Perceptions and Attitudes of Black Students toward School, Achievement, and Other Educational Variables

Ford

Harris

1996

Child Development

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To provide data on the perceptions and attitudes of gifted Black early adolescents toward school, achievement, and other educational variables, the responses of gifted Black students (n = 48) were compared to Black students in a regular education (n = 50) and potentially gifted program (n = 50). Results indicate that gifted Black students held significantly different attitudes and perceptions than both potentially gifted students and regular education students relative to principles of the achievement ideology, attitudes toward school, attitudes toward academically successful students, and perceptions of parental achievement orientation. Of the three groups, gifted Black students were the most achievement oriented, and perceived strong parental achievement orientations; regular education students were the least optimistic and the most affected by negative peer relations and psychological issues.

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“…Not all Black and Latino students fail in school (Ali-Nader, 1991;Jones, 1992;Marchant, 1991). Frishy and Tucker (1993) and Marchant (1991) found that the interaction between students'motivation and self-concept makes a difference in their ability to be successful students in school (Frishy & Tucker, 1993;Marchant, 1991).…”

Section: Background Of Studymentioning

confidence: 99%

“It’s Going Good”

Kaplan

1999

Urban Education

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This article is based on in-depth interviews conducted with 39 inner-city Black and Latino adolescent students who were involved in a precollege tutorial academic program. The focus of this article is on the students’perceptions of the program, how it is structured, and how it changed their lives. Before they became involved in the program, the students were doing poorly in school and were influenced by a peer group who did not value educational achievement. The students discuss the difficulties of leaving the old peer group and learning to embrace the idea that they can achieve in school. As a result of the students’perceptions of this program, this article also addresses its broader implications in terms of policy, assets, and problems.

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A profile of motivation, self-perception, and achievement in black urban elementary students

Cited by 18 publications

References 13 publications

Relationship Between Self‐Concept and Achievement for African American Preadolescents

Relationship Between Self‐Concept and Achievement for African American Preadolescents

Perceptions and Attitudes of Black Students toward School, Achievement, and Other Educational Variables

“It’s Going Good”

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