Expectations and achievement among third-, sixth-, and ninth-grade Black and White males and females.

Fulkerson, Katherine F.; Furr, Susan; Brown, Duane

doi:10.1037/0012-1649.19.2.231

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…This view is consistent with research indicating that African Americans show higher academic self-concepts than their White peers, given equal performance (Fulkerson, Furr and Brown, 1983;Lay and Wakstein, 1985). Thus we anticipated that the African Americans in our sample might show more positive self-concepts than the two Caucasian groups.…”

Section: Self-system Beliefs Of African Americanssupporting

confidence: 78%

“…Although academic self-concept is consistently related to academic achievement in Caucasian American children (Byrne, 1984;Kurtz-Costes and Schneider, 1994;Marsh, 1990), some evidence indicates that this relationship might be less pronounced among African Americans (Lay and Wakstein, 1985;Powell, 1973Powell, , 1985. Relatedly, Black adolescents show a higher discrepancy between self-ratings of their performance and their actual performance than do White adolescents, with self-ratings of Blacks unrealistically high (Fulkerson et al, 1983). The high self-concept shown by many African-American youth, and relatedly, the lack of correspondence between selfconcept and achievement for these children may reflect a 'value stretch' (cf.…”

Section: Cultural Differences In Self-system Beliefsmentioning

confidence: 99%

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Motivational determinants of reading comprehension: A comparison of French, Caucasian–American, and African–American adolescents

Kurtz‐Costes¹,

Ehrlich

McCall³

et al. 1995

Applied Cognitive Psychology

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The relationships between adolescents' reading comprehension and their metacognitive knowledge and self-system beliefs were studied in three groups of subjects: French nationals, Caucasian Americans, and African Americans. Subjects were tested on measures of reading comprehension, metacognitive knowledge about reading processes, attributional beliefs, and academic self-concept. Correlation and regression analyses indicated cultural differences in the predictors of reading comprehension among the three groups. For French and Caucasian Americans, reading comprehension scores were related to metacognitive knowledge, academic self-concept, and attributions of success to ability. However, metacognition and motivational beliefs were mostly unrelated to comprehension performance for African Americans. Results are discussed in terms of verification of a model of motivational influences on performance, of cultural and ethnic group differences in beliefs, and the implications for generalizability of research results.A growing body of research has addressed motivational influences on individuals' performances in cognitive domains. A starting point for this research is the assumption that cognitive competence is not sufficient for excellent performance; rather, children must be motivated to use their competencies and, relatedly, must have the belief systems that promote effortful performance in order to succeed on challenging We wish to thank Kenneth Levine for assistance with data collection and coding. Portions of this work were completed while Beth Kurtz-Costes was an 352 B. Kurtz-Costes et al.cognitive tasks. The present research was aimed at better understanding the relationship between young adolescents' belief systems and their reading comprehension performance, and at examining potential ethnic differences in this relationship. This research was guided by a model linking children's metacognitive knowledge and regulation to their motivational beliefs about their abilities and about the factors underlying successful performance (Borkowski, Carr, Rellinger, and Pressley, 1990; Schneider, 1987, 1990). According to this model, children who possess accurate knowledge about cognitive processes (i.e. metacognitive knowledge) recognize that effortful performance is necessary for consistent success. Further, children who believe both that they are capable of success (i.e. positive academic self-concept) and that successful outcomes are the result of their own ability and effort expenditure will be more likely to succeed than peers who have maladaptive beliefs Omelich, 1979, 1985). Adaptive beliefs-including a belief in one's own ability as well as the importance of effort in determining task outcomes-serve a motivational role on challenging tasks. Thus children who have adaptive beliefs will be more likely to try hard. Effortful performance, especially in conjunction with appropriate strategy use, will enhance the probability of success .A number of studies have provided evidence supporting this model (Carr and Borkowski, 198...

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Section: Self-system Beliefs Of African Americanssupporting

confidence: 78%

Section: Cultural Differences In Self-system Beliefsmentioning

confidence: 99%

Motivational determinants of reading comprehension: A comparison of French, Caucasian–American, and African–American adolescents

Kurtz‐Costes¹,

Ehrlich

McCall³

et al. 1995

Applied Cognitive Psychology

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“…One measure used in five of the studies is derived from the discrepancy between expectancy and actual performance, where expectancies are elicited either before (Fulkerson, Furr, & Brown, 1983;Milgram et al, 1970) or after performance (Boyd, 1952;Guggenheim, 1969;Stake, 1973). With either measure, large discrepancies would mean that individuals are either underestimating or overestimating the likelihood of future success in light of current performance.…”

Section: Expectancy For Successmentioning

confidence: 99%

Motivation in African Americans

Graham

1994

Review of Educational Research

291

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Close to 140 studies comprising an African-American empirical literature on motivation were reviewed. The review was organized around five topics subsumed under three broader assumptions about the relationship between ethnic minority status and motivation. First, research on the achievement motive was reviewed to examine the belief that African Americans lack certain personality traits deemed necessary for achievement strivings. Second, the empirical literatures on locus of control and causal attributions were summarized to investigate the assumption that African Americans are less likely to believe in internal or personal control of outcomes, the belief system that theoretically should accompany high achievement-related behavior. And third, research on expectancy of success and self-concept of ability was reviewed to examine the hypothesis that African Americans have negative self-views about their competence. None of these assumptions was supported in the review. In fact, African Americans appear to maintain a belief in personal control, have high expectancies, and enjoy positive self-regard. Some of the conceptual and methodological limitations of this research were discussed. The article concludes with six suggested principles of a motivational psychology for African Americans that might serve as guides for future research.

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“…The need for additional information is especially great in the case of young children. Despite the potential importance of experiences during the elementary school years on later academic achievement, there are relatively few studies of such children before they enter junior high school (e.g., Bartz & Levine, 1978;Fulkerson, Furr, & Brown, 1983;Slaughter & Epps, 1987;Spencer, 1985;Yando, Seitz, & Zigler, 1979).…”

mentioning

confidence: 99%

Beliefs and Achievement: A Study of Black, White, and Hispanic Children

Stevenson¹,

Chen²,

Uttal³

1990

Child Development

201

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School achievement among black, white, and Hispanic elementary school children was investigated, and efforts were made to study the beliefs about academic achievement of the children and their mothers. A total of approximately 3,000 first, third, and fifth graders enrolled in 20 schools in the Chicago metropolitan area were given achievement tests in mathematics and reading. Black and Hispanic children performed at a significantly lower level than white children, but at fifth grade ethnic differences in mathematics scores were no longer significant when mothers' education was statistically controlled. This was not the case in reading, where differences were found after controlling for the effects of mothers' education. Interviews with subsamples of approximately 1,000 mothers and children revealed greater emphasis on and concern about education among minority families than among white families. Black and Hispanic children and mothers evaluated the children and their academic abilities highly; they were positive about education and held high expectations about the children's future prospects for education. Mothers of minority children and teachers in minority schools believed more strongly than white mothers and teachers in the value of homework, competency testing, and a longer school day as means of improving children's education.

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Expectations and achievement among third-, sixth-, and ninth-grade Black and White males and females.

Cited by 4 publications

References 17 publications

Motivational determinants of reading comprehension: A comparison of French, Caucasian–American, and African–American adolescents

Motivational determinants of reading comprehension: A comparison of French, Caucasian–American, and African–American adolescents

Motivation in African Americans

Beliefs and Achievement: A Study of Black, White, and Hispanic Children

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