An investigation of psychosocial variables related to academic achievement among fourth and fifth grade African American males /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1991.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | Exploratory in nature, this study was conducted in response to the increased problems that African American males are experiencing in their educational pursuits. The child development literature suggests a differential educational experience among young African males when compared to their peers. The researcher's intent was to examine selected psychosocial variables to determine any relationship which might exist between the variables and academic achievement. Major questions were 1) whether there exists a relationship between academic achievement and the way the young African American males feel about and perceive themselves, their attitude toward school, and their family environment, 2) which of the self-esteem, self-perception and attitude toward school variables and which of the family environment variables are the best predictors of academic achievement, and 3) whether there exists differences in achievement based on selected demographic characteristics. Subjects for the study were 61 African American males enrolled in the fourth and fifth grades from four elementary schools in the southeast. The Iowa Tests of Basic Skills mean scores and summed grade point averages in reading, mathematics, and science were used as measures of achievement. The Hare Self-Esteem Scale and the Self-Perception Profile for Children served as measures of the way the young males felt about and perceived themselves. The Quality of School Life Scale was used to assess attitude toward school. The Family Environment Scale served as a measure of the "family climate" and a researcher questionnaire was used to obtain selected demographic information. Results of the study indicated that the following variables were significantly related to academic achievement: peer, home, school, and general self-esteem, scholastic competence, global self-worth, commitment to classwork, intellectual-cultural orientation and achievement orientation. The most salient psychosocial variables for predicting academic achievement included the total Hare, achievement orientation, control and physical appearance. The young males achieved significant differences in achievement based on the level of formal education completed by the mother/female guardian and by the father/male guardian... |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Counseling Psychology." |
| Physical Description: | xvi, 162 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |