Academic Optimism of Schools: A Force for Student Achievement
Tóm tắt
Researchers have been challenged to go beyond socioeconomic status in the search for school-level characteristics that make a difference in student achievement. The purpose of the present study was to identify a new construct, academic optimism, and then use it to explain student achievement while controlling for socioeconomic status, previous achievement, and urbanicity. The study focused on a diverse sample of 96 high schools. A random sample of teachers from each school provided data on the school’s academic optimism, and student achievement scores and demographic characteristics were obtained from the state department of education. A confirmatory factor analysis and hypothesis tests were conducted simultaneously via structural equation modeling. As predicted, academic optimism made a significant contribution to student achievement after controlling for demographic variables and previous achievement. The findings support the critical nature of academic optimism.
Từ khóa
Tài liệu tham khảo
Alig-Mielcarek J, 2005, Educational leadership and reform, 29
Bandura A, 1986, Social foundations of thought and action
Bandura A, 1997, Self-efficacy: The exercise of control
Bryk AS, 2002, Trust in schools: A core resource for improvement
Coleman JS, 1985, Phi Delta Kappan, 66, 527
Coleman JS, 1987, Economic imperialism: The economic approach applied outside the field of economics
Coleman JS, 1990, Foundations of social theory
Coleman JS, 1966, Equality of educational opportunity
Edmonds R, 1979, Social Policy, 9, 28
Epstein JL, 1989, Research on motivation in education: Vol. 3. Goals and cognitions, 259
Hoy WK, 2005, Educational administration: Theory, research, and practice, 7
Hoy WK, 1998, Quality middle schools: Open and healthy
Hoy WK, 2002, Theory and research in educational administration, 185
Hoy WK, 1997, The road to open and healthy schools: A handbook for change
Hoy WK, 2004, Administrators solving the problems of practice: Decision-making concepts, cases, and consequences
Hoy WK, 1991, Open schools/healthy schools: Measuring organizational climate
Hoy WK, 2006, Contemporary issues in educational policy and school outcomes, 135
Hoy WK, 2003, Studies in leading and organizing schools, 181
Jencks C, 1972, Inequality: A reassessment of the effect of family and schooling in America
Joreskog KG, 1993, LISREL 8
No Child Left Behind Act, Public Law No. 107-110 (2002)
Pajares F, 1997, Advances in motivation and achievement, 1
Parsons T, 1953, Working papers in the theory of action
Pintrich PR, 2002, Motivation in education: Theory, research, and applications, 2
Raudenbush SW, 2002, Hierarchical linear models: Application and data analysis methods, 2
Scheerens J, 1997, The foundations of educational effectiveness
Seligman MEP, 1998, APA Monitor, 29, 5
Stevens J, 1990, Intermediate statistics: A modern approach