A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

Autor/in	Gordon Pershey, Monica
Titel	A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading
Quelle	In: Preventing School Failure, 55 (2011) 1, S.53-62 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	African American Students; Written Language; Reading Tests; Academic Achievement; Achievement Tests; Self Concept; Competence; Academic Ability; Standardized Tests; State Standards; Oral Language; Reading Skills; Age Differences; Satisfaction; Correlation; At Risk Students; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Geschriebene Sprache; Lesetest; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Selbstkonzept; Kompetenz; Standadised tests; Standardisierter Test; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Age; Difference; Age difference; Altersunterschied; Zufriedenheit; Korrelation; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser perceptions of themselves as able and confident, but their school satisfaction was notable. Sixth-grade students perceived themselves as able, but they reported less confidence and school satisfaction. Students' self-perceptions were correlated with their performance on state-mandated achievement tests and normed language and reading tests. Better self-perceptions of ability and confidence correlated with better test scores; lesser self-perceptions correlated with lower test scores. Therefore, self-perceptions bore a consistent relation to academic capabilities. These findings suggest that students who do not perceive themselves as able, who lack confidence, or who have diminished school satisfaction may be at risk for school disengagement. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10