ERIC Number: ED419851
Record Type: Non-Journal
Publication Date: 1998-Apr
Reference Count: N/A
Facilitating Conditions and Academic Achievement in a Cultural Context.
Hinkley, John; McInerney, Dennis M.
Indigenous minority children within many multiracial communities appear to suffer educational disadvantage reflected through poor school retention and school achievement. As part of an on-going research program aimed at understanding students' motivation and school achievement this paper examines the relations and effects of parental and teacher influences on student motivation for Navajo students' attending a large Navajo high school. The paper reports the relative influence of students' perceptions of support and value of school, together with the impact of sex and language spoken at home, for their academic performance. Confirmatory factor analysis is used to confirm the appropriateness of the Facilitating Conditions Questionnaire for the participants. Regression is used to describe the relations of the six dimensions drawn from the Facilitating Conditions Questionnaire for academic performance. Analysis of covariance is used to describe the impact of sex and language spoken at home for these same dimensions. The confirmatory factor analysis confirmed that the six dimensions drawn from the Facilitating Conditions Questionnaire were appropriate for these participants. The regression results demonstrated that these dimensions are effective in accounting for variation in academic performance. With an alpha level of 0.05 there were significant main effects for sex on three dimensions. The results are examined in light of theory and extant literature. (Contains 5 tables, 4 figures, and 38 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A