Literaturnachweis - Detailanzeige
| Autor/inn/en | Fyans, Leslie J.; und weitere |
|---|---|
| Titel | Achievement Related Motives of Educationally Disadvantaged Students. |
| Quelle | (1980), (31 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Achievement Need; Black Students; Compensatory Education; Educationally Disadvantaged; Elementary Education; Hispanic Americans; Minimum Competencies; Models; Pretests Posttests; Self Concept; Test Anxiety; White Students; Illinois |
| Abstract | The motivational dynamics of educationally disadvantaged students in Title I education programs in Illinois were studied. Pretesting and posttesting for 450 students in grades 1 through 6 were conducted by using two test forms, the Mature Test Form for the older students and the Happy Face Form for the younger students. Ethnicity included Whites, Blacks, Hispanics, and other students. Pretesting was done mostly during spring of 1979 and posttesting during November, 1979, permitting many of the students to experience two semesters of Title I instruction inbetween testing. The motives investigated comprised essentially a large portion of those used in researching middle class students and included minimal standards, attainment value, success attribution, and test anxiety, among others. A few profiles of results included: (1) students with higher self-concept for academic achievement will set higher standards for achievement; (2) attainment value is tied to continuing motivation; (3) students attributing success to their own ability experienced very low levels of test anxiety; (4) test anxiety is the most influential motive. In addition, a path analytic model for describing achievement motivation was constructed. (RL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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