Comparing Learning Environment of Resilient and Nonresilient Asian American Students.

Autor/inn/en	Huang, Shwu-yong L.; Waxman, Hersholt C.
Titel	Comparing Learning Environment of Resilient and Nonresilient Asian American Students.
Quelle	(1996), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Asian American Students; Asian Americans; Attention; Disadvantaged Youth; Educational Environment; Intermediate Grades; Junior High Schools; Learning; Limited English Speaking; Mathematics; Middle School Students; Middle Schools; Minority Groups; Student Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Aufmerksamkeit; Benachteiligter Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mittelstufe; Sekundarstufe I; Lernen; Mathematik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ethnische Minderheit; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Resilient Asian American students, who have shown outstanding performance and achievement in spite of adverse life conditions in urban schools, were compared with nonresilient, or marginal, students who have not done well academically. The focus was on the students' perceptions of their learning environments in mathematics. Other background variables were also considered. A stratified random sampling technique was used to select 180 resilient and 180 nonresilient Asian American students from the students at 6 urban middle schools in a multicultural district in the southern United States. Three standardized instruments, the Multidimensional Motivational Instrument, the Classroom Environment Scale, and the Instructional Learning Environment Questionnaire were adopted for use in this study. The social psychological dimensions of the learning environment differed significantly between the resilient and nonresilient students. Resilient students were more attentive in mathematics instruction and classroom activities, and were more attached to classmates than nonresilient students. They exhibited significantly greater intrinsic desire to succeed and earn good grades, and they expected to do well. Parents of both resilient and nonresilient students in this study appeared to be equally interested and involved. Although the majority of these students spoke a language other than English before starting school, this did not appear to be a factor in their resilience. (Contains 4 tables and 52 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC