Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience

Autor/in	Abel, Nicholas R.
Titel	Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/o High School Students: A Study of Academic Resilience
Quelle	(2013), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Minnesota State University, Mankato
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3031-2739-7
Schlagwörter	Hochschulschrift; Dissertation; Emotional Intelligence; Resilience (Psychology); At Risk Students; African American Students; Hispanic American Students; Gender Differences; Academic Achievement; Grade Point Average; High School Students; Multiple Regression Analysis; Racial Discrimination; Predictor Variables; Success; Minnesota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Emotionale Intelligenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Geschlechterkonflikt; Schulleistung; High school; High schools; Oberschule; Racial bias; Rassismus; Prädiktor; Erfolg
Abstract	The goal of academic resilience research is to identify factors and processes which lead to academic success among groups of students generally found to be at-risk, including those of African American and Latina/o descent. The present study investigated a possible risk factor (perceptions of discrimination), a possible protective factor (emotional intelligence), and the role of gender in predicting academic achievement (as measured by high school GPA) in a sample (N = 79) of African American and Latina/o high school students attending one high school in Minnesota. Through the use of multiple regression, neither emotional intelligence nor perceptions of discrimination was found to be a statistically significant predictor of GPA among the entire sample, although when each gender was considered separately, a significant model for predicting GPA among males did emerge. In addition to these findings and a subsequent discussion, the literature related to academic resilience and the independent variables is presented within, along with implications for educators and recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01