Institutional Repository

Show simple item record

dc.contributor.advisor Yu, Shirley L.
dc.creator Sha, Ting Ling
dc.date.accessioned 2012-09-28T12:28:50Z
dc.date.available 2012-09-28T12:28:50Z
dc.date.created 2010-05
dc.date.issued 2012-09-28
dc.date.submitted May 2010
dc.identifier.uri http://hdl.handle.net/10657/ETD-UH-2010-05-36
dc.description.abstract Students’ motivational beliefs, sense of belonging, and ethnic identity were examined in relation to effort, persistence, procrastination, school attendance, and academic achievement. A total of 589 seventh and eighth graders completed a self-report survey assessing motivational belief variables (academic self-efficacy; Midgley et al., 2000; value of academic success; Fuligni, Witkow, & Garcia, 2005; mastery-approach goal orientation; Midgley et al., 2000, mastery-avoidance goal orientation; Elliot & McGregor, 2001; performance-approach goal orientation and performance-avoidance goal orientation; Midgley et al., 2000), sense of belonging variables (acceptance, belonging, rejection; Hagborg, 1994; perception of teachers’ opinions), ethnic identity variables (affirmation, belonging, and commitment and exploration and behaviors; Roberts et al., 1999), and school engagement variables (effort, persistence, procrastination; Wolters, 2004; attendance). Results from the hierarchical multiple linear regressions indicated that feelings of rejection, the adoption of mastery-avoidance goal orientation, and the adoption of performance-avoidance goal orientation were negative predictors of effort and persistence. Perceptions of teachers’ opinions, academic self-efficacy, value of academic success, mastery-approach goal orientation, and performance-approach goal orientation were positive predictors of effort. Academic self-efficacy, value of academic success, and mastery-approach goal orientation were positive predictors of persistence. Rejection, mastery-avoidance goal orientation, performance-approach goal orientation, and performance-avoidance goal orientation were positive predictors of procrastination, while value of academic success and mastery-approach goal orientation were both negative predictors of procrastination. Belonging and value of academic success were positive predictors of attendance, while mastery-avoidance was a negative predictor. Academic self-efficacy and attendance were positive predictors of overall language arts averages, overall academic averages, and reading achievement scores. Value of academic success was a positive predictor of student overall academic averages and reading achievement scores. However, mastery-approach goal orientation was a negative predictor of each of the academic outcome variables. Persistence (positively) and procrastination (negatively) were also predictive of overall language arts averages and overall academic averages. Affirmation, belonging, and commitment was a positive predictor of reading achievement scores, yet performance-approach goal orientation was a negative predictor of reading achievement scores. These results offer practical implications for educators, illustrating the importance of academic self-efficacy and value of school success on effort, persistence, and academic achievement.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject motivational beliefs
dc.subject ethnic identity
dc.subject sense of belonging
dc.subject school engagement
dc.subject academic achievement
dc.subject middle school
dc.title Motivational beliefs, ethnic identity, and sense of belonging: Relations to school engagement and academic achievement
dc.date.updated 2012-09-28T12:28:53Z
dc.identifier.slug 10657/ETD-UH-2010-05-36
dc.type.material text *
dc.type.genre thesis *
thesis.degree.name Education (Ph.D.)
thesis.degree.level Doctoral
thesis.degree.discipline Educational Psychology Individual Differences
thesis.degree.grantor University of Houston
thesis.degree.department Educational Psychology
dc.contributor.committeeMember Wiesner, Margit
dc.contributor.committeeMember Wolters, Christopher A.
dc.contributor.committeeMember Watson, Margaret

Files in this item

This item appears in the following Collection(s)

Show simple item record