Motivation and Achievement in Negro and White Students. Final Report.

Autor/in	Hall, Eleanor R.
Institution	Chicago Univ., IL.
Titel	Motivation and Achievement in Negro and White Students. Final Report.
Quelle	(1971), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Aptitude; Academic Aspiration; Achievement Need; Anxiety; Black Students; Family Characteristics; Individual Power; Motivation; Self Concept; Socioeconomic Status; Two Year College Students; White Students + Suchen Sie Ihr Suchwort? Schulleistung; Angst; Eigeninitiative; psychologische; Motivation (psychologisch); Selbstkonzept; Socio-economic status; Sozioökonomischer Status
Abstract	The study was designed to test the following three rival hypotheses concerning the discrepancy between high Negro aspiration and low Negro achievement: (1) Negroes may have lower academic aptitude; (2) Negroes may be less motivated; and, (3) Negro aspirations may not be genuine, but simply a way of winning the approval of the researcher. The subjects were Negro and white middle- and lower-class students at a Chicago junior college. Measures of motivation and aspiration were obtained from an instrument administered during a class period. Measures of aptitude and achievement were obtained from class records. As predicted, significant racial differences were shown in both aptitude and achievement, with Negroes lower on both. However, no significant racial or social class differences were obtained on any of the motivational measures. There was no racial difference in scores on a short social desirability scale, and social desirability was, in general, not significantly related to school interest or educational aspiration. However, different correlates of achievement were obtained in the four race-SES subsamples. Whereas among middle-class whites "test anxiety" was highly correlated with achievement, among lower-class Negroes and lower-class whites, "social science interest" was important. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01