A Model of Academic Self-Concept for High School Hispanic Students in New York

Autor/inn/en	Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.
Titel	A Model of Academic Self-Concept for High School Hispanic Students in New York
Quelle	In: Journal of Latinos and Education, 13 (2014) 1, S.33-43 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2013.800820
Schlagwörter	Models; Self Concept; High School Students; Hispanic American Students; Predictor Variables; Family Attitudes; Expectation; Teacher Student Relationship; Peer Relationship; Academic Achievement; Grade 9; Student Surveys; Structural Equation Models; Multiple Regression Analysis; Achievement Need; Correlation; New York + Suchen Sie Ihr Suchwort? Analogiemodell; Selbstkonzept; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Prädiktor; Expectancy; Erwartung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Schülerbefragung; Korrelation
Abstract	This study examined how Hispanic students' academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student-teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students' academic self-concept. Peer relationships was a modifying variable on students' academic self-concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10