Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning

Autor/in	Hannon, Brenda
Titel	Hispanics' SAT Scores: The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge about Learning
Quelle	In: Hispanic Journal of Behavioral Sciences, 37 (2015) 2, S.204-222 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986315573249
Schlagwörter	Hispanic American Students; Scores; Standardized Tests; College Entrance Examinations; Socioeconomic Status; Parent Background; Educational Attainment; Family Income; Personality Traits; Performance; Test Anxiety; Behavior; Epistemology; White Students; Statistical Analysis; Influences; Gender Differences; Ethnic Groups; Ethnic Diversity; College Freshmen; Motivation; Questionnaires; Likert Scales; Correlation; Mathematics Achievement; Verbal Ability; Texas; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Familieneinkommen; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Achievement; Leistung; Examination phobia; Testangst; Prüfungsangst; Erkenntnistheorie; Statistische Analyse; Influence; Einfluss; Einflussfaktor; Geschlechterkonflikt; Ethnie; Studienanfänger; psychologische; Motivation (psychologisch); Fragebogen; Likert-Skala; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mündliche Leistung
Abstract	This study uncovers which learning (epistemic belief of learning), socioeconomic background (level of parental education, family income) or social-personality factors (performance-avoidance goals, test anxiety) mitigate the ethnic gap in SAT (Scholastic Assessment Test) scores. Measures assessing achievement motivation, test anxiety, socioeconomic family background, and epistemic belief of learning were administered to 143 European American and 62 Hispanic students. ANCOVA revealed that the measures of epistemic belief of learning, performance-avoidance goals, and level of parental education each had a unique influence on combined SAT (SAT-V + SAT-M), SAT-V (verbal SAT), and SAT-M (math SAT) scores. Indeed, the statistical removal of these influences resulted in the elimination of 55% to 75% of the effect attributed to ethnic differences in SAT performance. Moreover, even when gender differences were controlled, ANCOVA revealed the same results. Taken as a whole, these results suggest that multiple factors influence ethnic differences in SAT performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01