Sự khác biệt giữa sinh viên năm nhất người Mỹ gốc Phi và người Mỹ gốc Âu trong mối quan hệ giữa tự tin, kỳ vọng kết quả và thành tích học tập

Social Psychology of Education - Tập 15 - Trang 109-123 - 2011
Stacie Craft DeFreitas1
1Department of Social Sciences, University of Houston-Downtown, Houston, USA

Tóm tắt

Sinh viên năm nhất người Mỹ gốc Phi và người Mỹ gốc Âu đã được khảo sát để nghiên cứu sự khác biệt giữa các dân tộc trong cách mà các niềm tin nhận thức xã hội (tự tin và kỳ vọng kết quả) ảnh hưởng đến thành tích học tập của họ. Giả thuyết rằng kỳ vọng kết quả có thể giải thích tốt hơn thành tích học tập cho sinh viên người Mỹ gốc Phi do họ có thể cảm thấy rằng các yếu tố bên ngoài như phân biệt đối xử có thể ảnh hưởng đến kết quả học tập của họ. Vì người Mỹ gốc Âu ít có khả năng dự đoán được sự phân biệt, họ có xu hướng tin rằng kết quả của họ sẽ do hành vi của chính họ quyết định. Mức độ tự tin cao hơn có liên quan đến thành tích học tập tốt hơn cho cả hai nhóm dân tộc. Tuy nhiên, sinh viên người Mỹ gốc Phi có kỳ vọng kết quả tiêu cực (ví dụ: giáo dục của tôi sẽ không dẫn đến một công việc lương cao) lại có thành tích tốt hơn những người có kỳ vọng kết quả tích cực hơn. Mô hình này không được tìm thấy ở sinh viên người Mỹ gốc Âu. Các giải thích tiềm năng cho mối quan hệ giữa kỳ vọng kết quả và thành tích học tập đối với sinh viên người Mỹ gốc Phi, chẳng hạn như xã hội hóa chủng tộc để chuẩn bị cho sự thiên lệch, được thảo luận và các tác động đối với can thiệp được đề cập.

Từ khóa

#sinh viên năm nhất #người Mỹ gốc Phi #người Mỹ gốc Âu #tự tin #kỳ vọng kết quả #thành tích học tập

Tài liệu tham khảo

Aiken L.S., West S.G. (1991) Multiple regression: Testing and interpreting interactions. Sage Publications, Newbury Park Allen W.R. (1985) Black student, White campus: Structural, interpersonal, and psychological correlates of success. Journal of Negro Education 54: 134–148 Armor D.A., Taylor S.E. (1998) Situated optimism: Specific outcome expectancies and self-regulations. In: Zanna M.P. (ed) Advances in experimental social psychology, vol. 30. Academic Press, New York, pp 309–379 Aronson J., Inzlicht M. (2004) The ups and downs of attributional ambiguity: Stereotype vulnerability and the academic self-knowledge of African American college students. Psychological Science 15: 829–836 Bandura A. (1977) Social learning theory. Prentice-Hall, Oxford Bandura A. (1984) Recycling misconceptions of perceived self-efficacy. Cognitive Therapy and Research 8(3): 231–255. doi:10.1007/BF01172995 Bandura A. (1986) Social foundations of thought and action: A social cognitive theory. Prentice-Hall, Englewood Cliffs, NJ Bandura A. (1990) Multidimensional Scales of Perceived Self-efficacy. Stanford University, Stanford, CA Baron R.M., Kenny D.A. (1986) The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 52: 1173–1182 Bong M., Clark R.E. (1999) Comparison between self-concept and self-efficacy in academic motivation research. Educational Psychologist 34: 139–153 Bowman P.J., Howard C. (1985) Race-related socialization, motivation, and academic achievement: A study of Black youths in three generation families. Journal of American Academy of Child Psychiatry 24: 134–141 Castro J.R., Rice K.G. (2003) Perfectionism and ethnicity: Implications for depressive symptoms and self-reported academic achievement. Cultural Diversity and Ethnic Minority Psychology 9: 64–78 Chemers M.M., Hu L., Garcia B.F. (2001) Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology 93: 55–64 Choi N. (2005) Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools 42: 197–205 Choi N., Fuqua D.R., Griffin B.W. (2001) Exploratory analysis of the structure of scores from the multidimensional scales of perceived self-efficacy. Educational and Psychological Measurement 61: 475–489 Elias, S. M. & Loomis, R. J. (2000). Using an academic self-efficacy scale to address university major persistence. Journal of College Student Development, 41(4), 450–454. Retrieved from EBSCOhost. Elias S.M., MacDonald S. (2007) Using past performance, proxy efficacy, and academic self-efficacy to predict college performance. Journal of Applied Social Psychology 37(11): 2518–2531 Gloria, A. M. & Hird, J. S. (1999). Influences of ethnic and nonethnic variables on the career decision-making self-efficacy of college students. The Career Development Quarterly, 48(2), 157–174. Retrieved from EBSCOhost. Graham S. (1994) Motivation in African Americans. Review of Educational Research 64(1): 55–117. doi:10.2307/1170746 Hackett G., Betz N.E., Casas J.M., Rocha-Singh I.A. (1992) Gender, ethnicity, and social Cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology 39: 527–538 Horton A. (2005) The academic achievement gap between blacks and whites: The latest version of blaming the victim?. Journal of Human Behavior in the Social Environment 10: 57–70 Hughes D. (2003) Correlates of African American and Latino parents’ messages to children about ethnicity and race: A comparative study of racial socialization. American Journal of Community Psychology 31: 15–33 Hughes D., Chen L. (1999) The nature of parents’ race-related communications to children: A developmental perspective. In: Balter L., Tamis-Lemonda C.S. (eds) Child psychology: A handbook of contemporary issues. Psychology Press, Philadelphia, pp 467–490 Irving M.A., Hudley C. (2005) Cultural mistrust, academic outcome expectations, and outcome values among African American adolescent men. Urban Education 40: 476–496 Irving, M. A. & Hudley, C. (2008). Cultural identification and academic achievement among African American males. Journal of Advanced Academics, 19(4), 676-698. Retrieved from EBSCOhost. Kitsantas, A., Winsler, A. & Huie, F. (2009). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics 20(1): 42–68. Retrieved from EBSCOhost. Lee M.B. (2006) Ethnicity matters. In: Lee M.B. (ed) Ethnicity matters: Rethinking how Black, Hispanic, and Indian students prepare and succeed in college. Peter Lang, New York, pp 1–38 Lent R.W., Brown S.D., Hackett G. (1994) Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior 45: 79–122 Lent R.W., Brown S.D., Hackett G. (1996) Career development from a social cognitive perspective. In: Brown D., Brooks L. (eds) Career Choice and Development. Jossey-Bass Publishers, San Francisco, pp 373–422 Lent R.W., Brown S.D., Larkin K.C. (1984) Relation of self-efficacy to academic achievement and persistence. Journal of Counseling Psychology 31: 356–362 Lent R.W., Lopez F.G., Bieschke K.J. (1993) Predicting mathematics-related choice and success behaviors: test of an expanded social cognitive model. Journal of Vocational Behavior 42: 223–236 Leventhal T., Brooks-Gunn J. (2000) The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin 126: 309–337 Linnenbrink E.A., Pintrich P.R. (2003) The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly 19: 119–137 Mayo, M. W. & Christenfeld, N. (1999). Gender, race and performance expectations of college students. Journal of Multicultural Counseling and Development, 2(2)7, 93–104. McGrath, M. M. & Braunstein, A. (1997). The prediction of freshman attrition: An examination of the importance of certain demographic, academic, financial, and social factors. College Student Journal, 31(3), 396–407. Retrieved from EBSCOhost. Morgan S.L., Mehta J.D. (2004) Beyond the laboratory: Evaluating the survey evidence for the disidentification explanation for black-white differences in achievement. Sociology of Education 77: 82–101 National Urban League Institute for Opportunity and Equality (2001). Pay equity 2000: Are we there yet? Washington, DC. Pajares F. (1996) Self-efficacy beliefs in academic settings. Review of Education Research 66(4): 543–578. doi:10.2307/1170653 Pajares F., Kranzler J. (1995) Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology 20: 426–433 Preacher K.J., Curran P.J., Bauer D.J. (2006) Computational tools for probing interaction effects in multiple linear regression, multilevel modeling, and latent curve analysis. Journal of Educational and Behavioral Statistics 31: 437–448 Robbins S.B., Lauver K., Le H., Davis R., Langley A. (2004) Do psychosocial and study skills factors predict college outcomes?. Psychological Bulletin 130: 261–288 Roth P.L., Bobko P. (2000) College grade point average as a personnel selection device: Ethnic group differences and potential adverse impact. Journal of Applied Psychology 85: 399–406 Schmader T., Major B., Gramzow R.H. (2001) Coping with ethnic stereotypes in the academic domain: Perceived injustice and psychological disengagement. Journal of Social Issues 57: 93–111 Schunk D.H. (1991) Self-efficacy and academic motivation. Education Psychologist 16: 207–231 Siegel R.G., Galassi J.P., Ware W.B. (1985) A comparison of two models for predicting mathematics performance: Social learning versus math aptitude-anxiety. Journal of Counseling Psychology 32: 531–538 Stupnisky R.H., Renaud R.D., Perry R.P., Ruthig J.C., Haynes T.L., Clifton R.A. (2007) Comparing self-esteem and perceived control as predictors of first-year college students’ academic achievement. Social psychology of education 10: 303–330 Taylor R.L. (1995) Black youth in the United States: An overview. In: Taylor R.L. (ed) African American youth: Their social and economic status in the United States. Praeger, Westport, Connecticut, pp 3–34 U.S Bureau of Labor Statistics. (2004). A visual essay: Blacks, Asians, and Hispanics in the civilian labor force, Monthly labor review, 127(6):69–76. http://www.bls.gov/opub/mlr/2004/06/contents.htm#Report van Laar C. (2000) The paradox of low academic achievement but high self-esteem in African American students: An attributional account. Educational Psychology Review 12: 33–61 Vars F.E., Bowen W.G. (1998) Scholastic Aptitude Test scores, race, and academic performance in selective colleges and universities. In: Philips M., Jencks C. (eds) The Black-White test score gap. Brookings Institution, Washington D.C., pp 457–479 Weiner B. (1985) An attributional theory of achievement motivation and emotion. Psychological review 92: 548–573 Weiner B. (1995) Judgments of responsibility: A foundation for a theory of social conduct. Guilford Press, New York Weiner B. (2006) Social motivation, justice, and the moral emotions: An attributional process. Lawrence Erlbaum Associates, Mahwah, NJ Wilkinson D.Y. (1995) Disparities in employment status between Black and White youth: Exploring the continuing differential. In: Taylor R.L. (ed) African American youth: Their social and economic status in the United States. Praeger, Westport, Connecticut, pp 143–154 Zimmerman B.J. (1995) Self-efficacy and educational development. In: Bandura A. (ed) Self-efficacy in changing societies. Cambridge University Press, Cambridge, pp 202–231