Literaturnachweis - Detailanzeige
| Autor/inn/en | Loeb, Emily; Hurd, Noelle M. |
|---|---|
| Titel | Subjective Social Status, Perceived Academic Competence, and Academic Achievement among Underrepresented Students |
| Quelle | In: Journal of College Student Retention: Research, Theory & Practice, 21 (2019) 2, S.150-165 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1521-0251 |
| DOI | 10.1177/1521025117696821 |
| Schlagwörter | Social Status; Academic Achievement; Disproportionate Representation; Competence; College Freshmen; Minority Group Students; Whites; Institutional Characteristics; First Generation College Students; Economically Disadvantaged; Undergraduate Students; Grade Point Average; Grade Prediction; Gender Differences; Depression (Psychology); Measures (Individuals); Family Income; College Entrance Examinations; Racial Differences; Ethnicity; Beck Depression Inventory; SAT (College Admission Test); ACT Assessment |
| Abstract | Underrepresented college students are more likely than majority students to underperform and drop out of college. Perceptions of status relative to other students may play a key role in this process. The current study uses subjective social status (SSS) to predict underrepresented students' grade point average via their sense of academic competence at the end of their first year at an elite predominantly White institution. A total of 329 underrepresented college students (i.e., students from historically underrepresented racial or ethnic minority groups, first generation college students, or students from economically disadvantaged family backgrounds) participated in data collection during their first academic year attending a predominantly White institution. On average, students reported a drop in SSS from their home community to the university. After accounting for gender, race or ethnicity, family income, standardized test scores, and depressive symptoms, a larger drop in SSS was related to lower spring grade point average via reduced perceived academic competence. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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