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作者 Ayers, Teresa Horne
書名 The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth
國際標準書號 9781109694611
book jacket
說明 69 p
附註 Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1343
Advisers: Lee Mahon; Burton Cohen
Thesis (Ed.D.)--Fielding Graduate University, 2010
The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students living in the same urban community. The Georgia Criterion Reference Competency Test (CRCT) and the Coping Resources Inventory Scales for Educational Enhancement (CRISEE) were used to measure achievement and coping resources. Reading and mathematics scores were collected from the spring 2007 administration of the CRCT. The coping resources and stress scores were calculated from the responses to the CRISEE. These 6 scores were used to determine if there is a relationship between family support and academic confidence and achievement. Regression analyses found significant equations for both reading and mathematics. Family support and academic confidence explained 24% of the variance of reading achievement and family support and behavior control explained 43% of mathematics achievement
Key Words: African American, parental involvement, academic confidence, academic achievement, stress, youth, urban, poverty, effective school movement, school, home
School code: 1503
Host Item Dissertation Abstracts International 71-04A
主題 African American Studies
Black Studies
Education, Elementary
Education, Curriculum and Instruction
Alt Author Fielding Graduate University. The School of Educational Leadership and Change
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