Literaturnachweis - Detailanzeige
| Autor/in | Hackler, Eddie L., Jr. |
|---|---|
| Titel | A Comparative Study of Stereotype Threat and Regulatory Fit: Testing Instructions and Performance of Stigmatized Groups to Increase Academic Performance |
| Quelle | (2019), (130 Seiten)
PDF als Volltext Ed.D. Dissertation, Northcentral University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-3921-9849-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Social Bias; Stereotypes; Academic Achievement; African American Students; College Students; Test Bias; Testing; Introductory Courses; College Mathematics; Mathematics Tests; Scores; College Entrance Examinations; Prevention; SAT (College Admission Test) |
| Abstract | The problem was that testing instructions were normally presented as gains were more advantageous for promotion-oriented individuals, while testing instructions presented as losses were more advantageous for prevention-oriented. The purpose of this quantitative comparative study was to compare the performance on a measure of achievement for black college students under testing instruction conditions that match their self-regulatory orientation (promotion or prevention). The target population consisted of black college students enrolled in the Introductory Math Course (Math 120). The final sample size consisted of 44 college students. Participants math scores on a practice scholastic assessment test (SAT) were analyzed using a one-way analysis of variance (ANOVA) in SPSS. The results of the one-way ANOVA for the hypothesis indicated no statistically significant difference existed for participant academic achievement as measured by the practice SAT (p > 0.05). The implications for the hypothesis outcome indicated participants who identified as prevention-oriented, on average, performed better for math scores than participants who identified as promotion-oriented. Additional implications inferred several participants in the prevention-oriented group who failed to complete the test may have been more focused on avoiding errors on the test at the expense of missed opportunities; and negatively stereotyped prevention-oriented students benefited from testing instructions that supported their performance goals. Recommendations for practice included (a) educational leaders should consider regulatory fit to maximize student achievement by recognizing the performance goals of all students, and (b) educational leadership should gain a better understanding of the obstacles to stereotype threat and regulatory fit, which may allow students to proactively realize their self-regulatory orientation and mitigate the negative effects of stereotype threat. Recommendations for future research included a (a) quantitative comparative study within groups for academic achievement of mean scores between prevention-oriented participants with matching instructions, and prevention-oriented participants with mismatching instructions, and (b) quantitative longitudinal study involving repeated observations of mean scores of four groups of students (prevention-orientation/match and mismatch, and promotion-orientation match/mismatch) who progressed from primary school to secondary 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 | 2024/1/01 |
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