Latino Adolescents' Academic Success: The Role of Discrimination, Academic Motivation, and Gender

Autor/inn/en	Alfaro, Edna C.; Umana-Taylor, Adriana J.; Gonzales-Backen, Melinda A.; Bamaca, Mayra Y.; Zeiders, Katharine H.
Titel	Latino Adolescents' Academic Success: The Role of Discrimination, Academic Motivation, and Gender
Quelle	In: Journal of Adolescence, 32 (2009) 4, S.941-962 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2008.08.007
Schlagwörter	Structural Equation Models; Academic Achievement; Student Motivation; Adolescents; Gender Differences; Hispanic Americans; Longitudinal Studies; Role; Prediction; Outcomes of Education; Goal Orientation; Social Bias + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Hispanic; Hispanoamerikaner; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Vorhersage; Lernleistung; Schulerfolg; Zielorientierung; Zielvorstellung
Abstract	Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N = 221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender. (Contains 6 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10