Socially Oriented Motivational Goals and Academic Achievement: Similarities Between Native and Anglo Americans

Ali, Jinnat; McInerney, Dennis M.; Craven, Rhonda; Yeung, Alexander Seeshing; King, Ronnel B.

doi:10.1080/00220671.2013.788988

Cited by 12 publications

(3 citation statements)

References 75 publications

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“…Mixed results are found for the affective and academic performance connection (Fritea & Fritea, 2012;Helker & Wosnitza, 2016;Ryan, 2001). Social domains and academic performance generally share a positive link (Ali et al, 2014;Bossaert et al, 2011;Passini et al 2015). The bond between healthy domains and academic performance imparts a mixed outcome (Doshi & Yogesh, 2014;.…”

Section: Motivation Constructsmentioning

confidence: 99%

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Nauzeer

Jaunky

2021

PEDAGOGICAL RES

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Domains of motivation, learning and personality traits (MLP) have emerged as vital constructs in studies of academic performance. Although there are abundant studies on the relationships of the three aforementioned dimensions on performance, no systematic synthesis of the empirical literature has been done regarding how three determinants jointly influence academic performance. Random-effects meta-regression analysis with a restricted maximum likelihood estimator is applied to 54 papers with 344 estimates. Summarization of effect sizes reveal a mean effect size for the study of r=0.22. The forest plot suggests a significant amount of study heterogeneity. No evidence of significant publication bias is uncovered. The achieved results show the significance of MLP as associated variables and also on an individual basis and they can positively impact student's academic performance. Other mediator variables, including income level, year, main methodology used, cohort gender, sample size, publication type and citations are found to be important variables in understating academic performance. Future work is needed to develop an integrated approach to examine educational objectives and explore the correlates of combined MLP and academic performance.

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Section: Motivation Constructsmentioning

confidence: 99%

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Nauzeer

Jaunky

2021

PEDAGOGICAL RES

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“…However, they may be operationalized differently to enhance the well-being of the group instead of the individual. In a study of academic achievement and motivation goals, Ali et al (2014) found that there were more similarities than differences between Navajo and Anglo students in terms of patterns of relationships between motivation and achievement. However, the Navajo students were relatively lower in competition goals but higher in social concern.…”

Section: Discussionmentioning

confidence: 99%

Cultural Adaptation of the Be under Your Own Influence Media Campaign for Middle-School American Indian Youth

Stanley

Kelly

Swaim

et al. 2018

Journal of Health Communication

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American Indian (AI) adolescents living on reservations report much higher substance use rates compared to other youth yet there are few effective prevention interventions developed for them. This paper presents findings from formative research undertaken to guide adaptation for AI youth of a prevention intervention, Be Under Your Own Influence (BUYOI), previously found to be effective in reducing substance use among middle-school youth. We conducted focus groups with 7th graders, the primary target audience, and photovoice with 11th graders, the role models who would help deliver the campaign, to inform surface and deep structure adaptation. Both age groups noted the pervasiveness of substance use on the reservation and indicated that this posed a major challenge to being drug and alcohol free. Students also described aspects of their community that tied to signs of social disorganization. However, these youth have much in common with other youth, including high future aspirations, involvement in activities and hobbies, and influence from family and friends. At the same time, there were important differences in the experiences, environment, and values of these AI youth, including emphasis on different types of activities, a more collectivist cultural orientation, tribal identity and pride, and the importance of extended families.

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“…Other researchers (e.g., Tenenbaum & Ruck, 2007) established that student ethnicity influenced teacher expectations even when achievement was taken into account. Students from ethnic minority (McKown & Weinstein, 2002), other minority (e.g., Appalachian; Ali, McInerney, Craven, Yeung, & King, 2014) and indigenous (Peterson, Rubie-Davies, Osborne, & Sibley, 2016;Rubie-Davies, Hattie, & Hamilton, 2006) backgrounds were disadvantaged whereas, overall, those from the majority group were favored by teachers, again leading to differential outcomes between favored and less favored groups. Further, and conversely, Asian students have often been positively stereotyped as a "model minority" with high academic achievement (Lee, 2015).…”

Section: Formation Of Teacher Expectationsmentioning

confidence: 99%

Teacher Expectations and Teacher Expectation Effects

Rubie-Davies¹,

Turner²

2022

Teacher Expectations and Teacher Expectation Effects

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Teacher expectations can be defined as the beliefs that teachers hold about what their students are capable of achieving. Teacher expectations are important to study because they influence teacher practice and subsequently student academic and psychological outcomes (such as motivation and self-belief). For example, if teachers believe that all their students can achieve at high levels, they are likely to provide learning opportunities and supports that enable their students to be successful. Teacher expectations have been studied for the past 50 years since Rosenthal and Jacobson's experimental study, Pygmalion, showed that when teacher expectations were raised for some students, they subsequently performed at higher levels. This initial teacher expectation experiment led researchers to study how teachers differentiated in their behaviors towards high and low achievers, what student characteristics influenced teachers' expectations, what the effects were on student outcomes when teachers had high or low expectations for particular students, and what behaviors students reported that teachers displayed towards high and low achievers. These areas formed the key areas of subsequent research in the field. However, researchers recognized early on that not all teachers differentiated in their behaviors towards high and low achievers and that not all formed their expectations in line with common stereotypes (e.g., that boys are better at mathematics than girls). This led to the identification of specific types of teachers who either exacerbated the gaps between high and low achievers or who increased the success of all students. However, although much is now known about teacher expectations and teacher expectation effects, few studies have experimentally endeavored to change teachers' expectations and support teachers to implement high expectation practices. However, the few that have worked alongside teachers to raise their expectations have shown promising results for students' educational outcomes. .

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Socially Oriented Motivational Goals and Academic Achievement: Similarities Between Native and Anglo Americans

Cited by 12 publications

References 75 publications

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

A Meta-Analysis of the Combined Effects of Motivation, Learning and Personality Traits on Academic Performance

Cultural Adaptation of the Be under Your Own Influence Media Campaign for Middle-School American Indian Youth

Teacher Expectations and Teacher Expectation Effects

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