Factors Influencing Academic Motivation of Ethnic Minority Students: A Review

Autor/inn/en	Isik, Ulviye; Tahir, Omaima El; Meeter, Martijn; Heymans, Martijn W.; Jansma, Elise P.; Croiset, Gerda; Kusurkar, Rashmi A.
Titel	Factors Influencing Academic Motivation of Ethnic Minority Students: A Review
Quelle	In: SAGE Open, 8 (2018) 2, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244018785412
Schlagwörter	Student Motivation; Minority Group Students; Academic Achievement; Elementary School Students; Secondary School Students; College Students; Academic Aspiration; Foreign Countries; Well Being; Self Efficacy; Educational Attitudes; Student Attitudes; Learner Engagement; Student Characteristics; Study Skills; Ethnicity; Racial Identification; Family Characteristics; Student Experience; Educational Environment; Peer Relationship; Influences; United States; Europe; Australia + Suchen Sie Ihr Suchwort? Schulische Motivation; Schulleistung; Sekundarschüler; Collegestudent; Ausland; Well-being; Wellness; Wohlbefinden; Self-efficacy; Selbstwirksamkeit; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Schülerverhalten; Studientechnik; Ethnizität; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Peer-Beziehungen; Influence; Einfluss; Einflussfaktor; USA; Europa; Australien
Abstract	The aim of this study to create a comprehensive overview of factors that may influence motivation of ethnic minority students from their own perspective. A systematic review was conducted in PubMed, ERIC, and PsycINFO to find studies in which the motivation of ethnic minority students was studied. The articles reviewed were qualitatively synthesized by means of meta-ethnography, and were subjected to a quantitative meta-analysis where appropriate. Forty-five articles were included. Several factors were found to have either a positive or a negative influence on academic motivation, which can be classified into individual, family-related, school-related, and social factors. These factors should be taken into account when developing interventions aimed at enhancing motivation, which is expected to improve. However, evidence for the influence of most identified factors is weak, given that almost every factor was investigated in a single study only. Based on the outcomes of the current overview an integrative model, that provides a structure of the identified factors in relation to motivation which can be used for interventions, cannot be generated; thus, further research is needed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01