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作者 Black, Jessica Marjorie
書名 Academic self-concept, subjective task value, and beliefs about intelligence in dual-language and English-only elementary school students
國際標準書號 9780549488781
book jacket
說明 212 p
附註 Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0500
Adviser: Deborah J. Stipek
Thesis (Ph.D.)--Stanford University, 2008
This dissertation project examined three achievement motivation-related constructs (academic self-concept, subjective task value, and intelligence beliefs) in 248 third- and fifth-grade elementary school students. The participants, some native Spanish-speakers and some native English-speakers, were either enrolled in dual-language (Spanish/English) classrooms (n=191) or enrolled in English-only classrooms (n=57). All participants completed a one-time survey on the three focal constructs; achievement data were also collected. The inclusion of these students is important given the substantial number of students in the United States who are exposed to multiple languages in the home and classroom
Both groups of participants in this project (dual-language and English-only) completed surveys measuring perceptions of self and feelings about academic subjects (such as enjoyment of reading); dual-language students completed additional language-specific items (enjoyment of reading in Spanish). This project examined both the factor structures of the three focal constructs and also group differences based on traditionally-measured student characteristics (grade level and gender) and less-studied characteristics (native language and instructional program type)
Results from factor analysis indicated that intelligence beliefs were best conceptualized as a global construct (one-factor) that permeated subject matter, whereas academic self-concept and subjective task value were more domain-specific (by subject matter and by language) than extant work had found Group differences emerged based on an interaction between traditionally-studied and less-studied student characteristics. The relationship between student characteristics and certain academic contexts may serve to provide particular groups of students with motivational and academic advantages
School code: 0212
DDC
Host Item Dissertation Abstracts International 69-02A
主題 Education, Bilingual and Multicultural
Education, Elementary
Education, Educational Psychology
0282
0524
0525
Alt Author Stanford University
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