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Autor/inn/en | Ford, James M., Jr.; Jones, Martin H.; Alexander, Joyce M. |
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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 |
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 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 |