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ERIC Number: ED124636
Record Type: Non-Journal
Publication Date: 1975
Pages: 166
Abstractor: N/A
Reference Count: N/A
The Impact of Evaluation Processes Upon Student Effort in Ethnic Groups which Vary in Academic Prepararion.
Espinosa, Ruben William
This study focuses on intervening variables which distort the relationship between the importance of grades or learning to students and their academic effort. It examines a five percent random sample of students in comprehensive high schools in San Francisco in 1974. Using two indicators of effort, it was found that self-assessment of effort by students was markedly different from, although correlated with, a less subjective indicator, effort-engagement. Perceived importance of grades and learning correlated positively with both measures of effort, but the relation of importance to self-assessment of effort was much closer. Students low in academic preparation, often Chicanos or Blacks, are more likely to believe that they are exerting greater effort than is justified by more objective measures. We now examine bases for this over estimation of effort by low achievers. Diffuse responsiveness among teachers is positively related to student effort-engagement and even more closely related to the self-assessment of effort. Praise by teachers was more often given to low achieving students, and diffuse responsiveness was also perceived greater by low-achieving students. Therefore, praise and diffuse responsiveness help explain why low-achieving students, often Black or Chicano, over-estimate their level of effort. Such over-estimation itself has consequences in preserving the low level of achievement for these groups. (Author/JM)
Xerox University Microfilms; P. O. Box 1764 Ann Arbor, Michigan 48106 (Order No. 75-25,521; Microfilm $7.50; Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California (San Francisco)