Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools

Autor/in	Bacon, La Shawn Catrice
Titel	Academic Self-Concept and Academic Achievement of African American Students Transitioning from Urban to Rural Schools
Quelle	(2011), (117 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Iowa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-7300-8
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Rural Schools; Student Attitudes; Grade Point Average; Academic Achievement; Self Concept; Urban Schools; Student Mobility; Rural Urban Differences; Middle School Students; Junior High School Students; Student Adjustment; Statistical Analysis; Predictor Variables; Place of Residence; Geographic Location; Relocation; Iowa; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Schulleistung; Selbstkonzept; Urban area; Urban areas; Stadtregion; Stadt; Mobility; Mobilität; Stadt-Land-Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Junior High Schools; Sekundarstufe I; Adjustment; Adaptation; Statistische Analyse; Prädiktor; Wohnort; Umsetzung
Abstract	The relationship between academic self-concept and academic achievement in African American students who have experienced geographic mobility was the focus of this study. Specifically, this study used quantitative methods to assess African American students from counties in Iowa to obtain information about the students' relocation from urban to rural school environments and to understand how such moves influenced their academic performance and academic self-concept. Gender and length of time since transition were also considered. The sample consisted of 101 African American middle school/junior high students who had been enrolled in Iowa schools for less than 24 months or more than 24 months. Results indicated a significant relationship between academic self-concept and academic achievement measures of ITBS composite scores and cumulative GPA. Gender and the length of time since transition were not shown to be linked to students' academic ability or performance in school. Data gathered from this study will assist administrators, parents, educators, and school counselors with understanding geographic mobility, academic self-concept, and academic achievement. Information obtained will also provide insight about other factors that relate to the academic setting and students' assessment of school such as student motivation, perceptions of peers, the academic self-perceptions students possess, students' attitude towards teachers and classes, and students' attitude towards school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10