Beliefs of Intelligence, Knowledge Acquisition, and Motivational Orientation: A Comparative Analysis of Hispanic/Latino and Anglo Youth

Autor/inn/en	Nichols, Joe D.; White, Janet J.; Price, Margret
Titel	Beliefs of Intelligence, Knowledge Acquisition, and Motivational Orientation: A Comparative Analysis of Hispanic/Latino and Anglo Youth
Quelle	In: Multicultural Perspectives, 8 (2006) 4, S.39-48 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Intelligence; High School Students; Comparative Analysis; Social Environment; Epistemology; Beliefs; Motivation; Perception; Urban Schools; Hispanic Americans; Anglo Americans; Measurement Techniques; Middle School Students; Academic Achievement; Socioeconomic Status; Minority Groups; Ethnicity; Indiana + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziales Umfeld; Erkenntnistheorie; Belief; Glaube; psychologische; Motivation (psychologisch); Wahrnehmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanoamerikaner; Messtechnik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schulleistung; Socio-economic status; Sozioökonomischer Status; Ethnische Minderheit; Ethnizität
Abstract	This study was designed to examine the epistemological beliefs about the nature of knowledge, views of intelligence and motivational perceptions. Two samples were drawn from two large urban high schools in the Southwest portion of the United States with large Hispanic/Latino student populations while a third was drawn from a majority Anglo student population from a large urban high school in northern Indiana. A self-report instrument was designed based on earlier work by Schommer (1993), White and Nichols (1998, 2002a, 2002b), and Steinberg and his colleagues (Steinberg, Lamborn, Dornbush, & Darling, 1992) and was distributed to 417 middle and high school students. Our specific hypotheses were that a significant difference would exist among the achievement and motivation perceptions of Hispanic and Anglo students. Second, no significant differences would occur in knowledge and intelligence beliefs among low- and high-achieving Anglo and Hispanic students. Third, when socioeconomic status was considered, limited differences would be seen between the responses of Hispanic and Anglo youth. Several of these hypotheses were confirmed whereas others warrant additional exploration before final conclusions can be determined. Implications for additional research are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10