Relations among Cultural Learning Beliefs, Self-Regulated Learning, and Academic Achievement for Low-Income Chinese American Adolescents

Autor/inn/en	Bempechat, Janine; Li, Jin; Ronfard, Samuel
Titel	Relations among Cultural Learning Beliefs, Self-Regulated Learning, and Academic Achievement for Low-Income Chinese American Adolescents
Quelle	In: Child Development, 89 (2018) 3, S.851-861 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12702
Schlagwörter	Chinese Americans; Socialization; Low Income; Metacognition; Academic Achievement; Adolescent Attitudes; Mixed Methods Research; Urban Areas; Cultural Background; Cultural Influences; Ethics; Parent Child Relationship; Family Characteristics; Prediction; Interviews; English (Second Language); Language Proficiency; Second Language Learning; Educational Background; Correlation + Suchen Sie Ihr Suchwort? Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Socialisation; Sozialisation; Niedriglohn; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Urban area; Stadtregion; Cultural influence; Kultureinfluss; Ethik; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Vorhersage; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Vorbildung; Korrelation
Abstract	This mixed-methods study of urban low-income, English-proficient Chinese American, second-generation 15-year-olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents' learning beliefs, self-regulated learning (SRL) behaviors, and academic achievement. Analysis of in-depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students' endorsement of their culture's virtue-oriented learning beliefs and that adolescents' endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents' reported that use of SRL strategies mediated the relationship between their endorsement of virtue-oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01