What Influences Eighth-Grade Hispanic Students' Academic Achievement? A Structural Equation Analysis.

Autor/in	Hernandez-Gantes, Victor M.
Titel	What Influences Eighth-Grade Hispanic Students' Academic Achievement? A Structural Equation Analysis.
Quelle	(1995), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Quality; Grade 8; Grades (Scholastic); Hispanic American Students; Hispanic Americans; Homework; Junior High School Students; Junior High Schools; Language Proficiency; Models; Path Analysis; Structural Equation Models; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Quality of education; Bildungsqualität; School year 08; 8. Schuljahr; Schuljahr 08; Notenspiegel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hausaufgabe; Junior High Schools; Sekundarstufe I; Language skill; Language skills; Sprachkompetenz; Analogiemodell; Pfadanalyse; Schulische Motivation
Abstract	A structural model of school learning was tested to examine both direct and indirect influences of previous grades, quality of instruction, motivation, quantity of instruction, and homework on Hispanic-American eighth-grade students' academic achievement, while controlling for background variables. The model was analyzed with path analytic techniques using a sample of 2,721 eighth grade students from the National Education Longitudinal Study of 1988 (NELS:88). The achievement of Hispanic-American students was strongly influenced by previous grades, motivation, quantity of instruction, and homework. The most influential background variables were family background and English proficiency, while gender had a small but meaningful influence, indicating that boys do better than girls on achievement. These results support both the variables tested and the framework derived from school learning theory. An appendix describes the NELS:88 items and composites, and two tables and two figures illustrate the discussion. (Contains 50 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC