Influence of a School District's Advancement via Individual Determination (AVID) Program on Self-Efficacy and Other Indicators of Student Achievement

Autor/inn/en	Pugh, Philip M.; Tschannen-Moran, Megan
Titel	Influence of a School District's Advancement via Individual Determination (AVID) Program on Self-Efficacy and Other Indicators of Student Achievement
Quelle	In: NASSP Bulletin, 100 (2016) 3, S.141-158 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
Schlagwörter	School Districts; Academic Achievement; Self Determination; Program Evaluation; Program Effectiveness; Self Efficacy; Educational Indicators; Independent Study; Grade Point Average; Attendance; Correlation; Hispanic American Students; Predictor Variables; African American Students; Achievement Gap; Minority Group Students; Quasiexperimental Design; Middle School Students; High School Students; Multiple Regression Analysis; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Selbstbestimmung; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Educational indicato; Bildungsindikator; Selbststudium; Anwesenheit; Korrelation; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Prädiktor; African Americans; Afroamerikaner; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Statistische Analyse
Abstract	This article examines a school district's Advancement via Individual Determination (AVID) program using perceived self-efficacy in academic achievement and self-regulated learning, GPA and attendance as indicators of program effectiveness. Results suggest that AVID participation was positively and significantly correlated with attendance in the full sample and among Latino/students, and was a strong predictor of self-efficacy and GPA among African Americans. Findings suggest that AVID may be useful to educational leaders in thier efforts to reduce achievement gaps among ethnic minorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01