Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood

Autor/inn/en	Gillen-O'Neel, Cari; Ruble, Diane N.; Fuligni, Andrew J.
Titel	Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood
Quelle	In: Child Development, 82 (2011) 5, S.1470-1485 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01621.x
Schlagwörter	Minority Group Children; Adolescents; Anxiety; Latin Americans; Self Motivation; African Americans; Asian Americans; Whites; Immigrants; Ethnicity; Correlation; Student School Relationship; Student Motivation; Educational Environment; Social Bias; Metacognition; Russia + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Angst; Latin America; People; Lateinamerika; Bevölkerung; Volk; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; White; Weißer; Immigrant; Immigrantin; Immigranten; Ethnizität; Korrelation; Schüler-Lehrer-Beziehung; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Russland
Abstract	Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10