Learning and Motivational Characteristics of Urban Latino High School Youth

Autor/inn/en	Loera, Gustavo; Rueda, Robert; Oh, Youn Joo
Titel	Learning and Motivational Characteristics of Urban Latino High School Youth
Quelle	In: Urban Education, 53 (2018) 7, S.875-898 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085915602536
Schlagwörter	High School Students; Hispanic American Students; Urban Youth; Learning Motivation; Learner Engagement; Academic Achievement; Predictor Variables; Learning Strategies; Independent Study; Student Characteristics; Academic Aspiration; Occupational Aspiration; Expectation; Family Environment; Self Efficacy; Path Analysis; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Motivation for studies; Lernmotivation; Schulleistung; Prädiktor; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbststudium; Berufsneigung; Berufsziel; Expectancy; Erwartung; Familienmilieu; Self-efficacy; Selbstwirksamkeit; Pfadanalyse; Kalifornien
Abstract	The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school--aged Latino youth. We found that learning and motivational variables were predictive of academic engagement for Latinos, paralleling work with non-minority samples. Motivational variables are seldom given adequate attention when considering interventions for low-achieving students, despite the abundant literature that demonstrates their connection to academic outcomes. Fortunately, the factors examined in the study are amenable to intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01