Doing Better but Feeling Worse: An Attributional Account of Achievement--Self-Esteem Disparities in Asian American Students

Autor/inn/en	Chen, Xiaochen; Graham, Sandra
Titel	Doing Better but Feeling Worse: An Attributional Account of Achievement--Self-Esteem Disparities in Asian American Students
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 4, S.937-949 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9447-9
Schlagwörter	Asian American Students; African American Students; White Students; Hispanic American Students; Racial Differences; Ethnicity; Grade 8; Grade Point Average; Self Esteem; Academic Ability; Academic Failure; Academic Achievement; California + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; Ethnizität; School year 08; 8. Schuljahr; Schuljahr 08; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Kalifornien
Abstract	Asian American students often report lower self-esteem than their peers from other racial groups even though they are doing better academically. The current study attempted to explore this paradox from an attributional perspective. Academic achievement, self-esteem and attributions for academic failures (i.e., low ability and low effort) were examined in an ethnically diverse sample of 3546 White, Black, Latino, and Asian American 8th grade students (Mage = 14.03 years) from California. Results showed that Asians had the highest grade point average but the lowest self-esteem among the four major racial/ethnic groups. Asians and Latinos also endorsed more low ability attributions than Whites and Blacks. The self-esteem gap between Asians and their White and Black peers was partly explained by more endorsement of low ability attributions. Implications for future research and interventions were discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01