Working Hard or Hardly Working? An Exploration of the Achievement Values of African American Youth.

Autor/inn/en	Taylor, April Z.; und weitere
Titel	Working Hard or Hardly Working? An Exploration of the Achievement Values of African American Youth.
Quelle	(1996), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Need; Black Students; Grade 6; High Achievement; Intermediate Grades; Low Achievement; Middle School Students; Middle Schools; Peer Acceptance; Popularity; Sex Differences; Social Desirability; Student Attitudes; Student Motivation; Values + Suchen Sie Ihr Suchwort? Schulleistung; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Unterdurchschnittliche Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sex difference; Geschlechtsunterschied; Soziales Bedürfnis; Schülerverhalten; Schulische Motivation; Wertbegriff
Abstract	This study investigated African American adolescents' achievement values. One hundred and forty-six male and 161 female African American sixth graders at a middle school in the Los Angeles (California) area nominated classmates according to 3 criteria: those whom they most admired, respected, and wanted to be like. These nominations were combined to create a "value" index. In addition, students nominated classmates who worked hard, "goofed off," followed school rules, and did not follow school rules. Teachers rated each participating student's academic achievement on a nine-point scale. There were gender differences. Girls "valued" high-achieving girls more than medium and low-achieving girls. Boys, on the other hand, valued low and medium achieving boys more than high-achieving boys. This study begins to address the lack of research on achievement values, particularly among African American adolescents. (Contains one table, three figures, and six references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC