Learning Environment Differences between High- and Low-Achieving Minority Students in Urban Middle Schools.

Autor/inn/en	Huang, Shwu-yong L.; Waxman, Hersholt C.
Titel	Learning Environment Differences between High- and Low-Achieving Minority Students in Urban Middle Schools.
Quelle	(1996), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Need; Asian Americans; Black Students; Educational Environment; High Achievement; High Risk Students; Hispanic Americans; Intermediate Grades; Junior High Schools; Learning; Low Achievement; Middle School Students; Middle Schools; Minority Groups; Student Attitudes; Student Motivation; Test Construction; Urban Schools + Suchen Sie Ihr Suchwort? Asian immigrant; United States; Asiatischer Einwanderer; USA; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Problemschüler; Hispanic; Hispanoamerikaner; Mittelstufe; Sekundarstufe I; Lernen; Unterdurchschnittliche Leistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ethnische Minderheit; Schülerverhalten; Schulische Motivation; Testaufbau; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Focusing on predictors of academic success may help in the design of effective educational interventions. This study explores the enhancement of education for at-risk minority students by considering educationally resilient students and the classroom learning environment. Data was collected from six middle schools in a multi-ethnic school district in a major metropolitan area in the south central region of the United States. Motivation and learning environments were compared for 180 resilient and 180 nonresilient students from each of 3 ethnic groups: Hispanic, African American, and Asian American. Instruments adapted and incorporated in the development of the study instrument were the Multidimensional Motivational Instrument, the Classroom Environment Scale, and the Instructional Learning Environment Questionnaire. Multivariate analysis and post hoc tests of student responses showed that high-achieving students had significantly higher perceptions of involvement, affiliation, satisfaction, academic self-concept, and achievement motivation than did low-achieving students within each ethnic group. (Contains 4 tables and 44 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC