A Model of Academic Self-Concept for High School Hispanic Students in New York

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Author
Author
Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.
Journal
Journal of Latinos and Education
Details
Resource Type
Journal
Acquisition Number
BE025436
Published Date
06-22-2015 3:55 PM
Published Year
2014
Number of Pages
9
Language(s)
Subscription Only
No
Abstract
This study examined how Hispanic students' academic self-concept influences the independent variables of family academic expectations, peer relationships, schoolwork, and student-teacher relationships. A survey was administered to 222 ninth-grade students in Long Island, New York, 99 of whom self-identified as Hispanic. A structural equation model analyzed the influence of the independent variables on the dependent variable, academic self-concept. A multiple regression analysis indicated that peer relationships, family academic expectations, and schoolwork were significant predictors of students' academic self-concept. Peer relationships was a modifying variable on students' academic self-concept.
Topics
Secondary Education
Research
Research
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