After-School Interests, Achievement Goal Orientation, and Peers in a Predominantly African American School

Autor/inn/en	Ford, James M., Jr.; Jones, Martin H.; Alexander, Joyce M.
Titel	After-School Interests, Achievement Goal Orientation, and Peers in a Predominantly African American School
Quelle	In: Journal of Negro Education, 84 (2015) 4, S.547-563 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.84.4.0547
Schlagwörter	Goal Orientation; African American Students; Academic Achievement; Peer Groups; Predictor Variables; Mathematics Achievement; After School Programs; Minority Group Students; High School Students; Gender Differences; White Students; Comparative Analysis; Student Motivation; Institutional Characteristics; Student Interests + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Gleichaltrigengruppe; Peer Group; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; High school; High schools; Oberschule; Geschlechterkonflikt; Schulische Motivation; Studieninteresse
Abstract	The present study is one of the first to synergistically examine how out-of-school interests, achievement goals, and peer groups predict academic achievement within a predominantly African American high school. For males, neither after-school interest-based activities nor achievement goals predicted math performance. For females, mastery goal orientation positively predicted math scores, whereas higher interest in dancing negatively predicted math outcomes. Peer group level analyses suggested that the number of females present in a peer group and a greater interest in watching science TV were positive predictors of peer groups' math achievement. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01