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Autor/inn/en | Cunningham, Michael; Corprew, Charles S., III; Becker, Jonathan E. |
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Titel | Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents |
Quelle | In: Urban Education, 44 (2009) 3, S.280-296 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085908318715 |
Schlagwörter | Grade Point Average; Academic Achievement; Adolescents; High Achievement; African American Students; Females; Expectation; Outcomes of Education; Correlation; Peer Influence; Student Attitudes; Phenomenology; Negative Attitudes; Urban Schools Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Expectancy; Erwartung; Lernleistung; Schulerfolg; Korrelation; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Negative Fixierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule |
Abstract | The relations of future expectations (general and academic) to academic outcomes were examined in a sample of 129 African American high-achieving adolescents (majority female participants, n = 92). This study was interested in the multidimensional nature of future expectations. Results from the study confirm the hypothesis that academic future expectations accounted for more variance in the relation to academic outcomes than general future expectations. In addition, the results suggest that the association of academic future expectations to grade point average lessens in the presence of negative friends. Suggestions for future research are offered. (Contains 2 tables and 1 figure.) (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 | 2017/4/10 |