ERIC Number: EJ903111
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 35
Show and Prove: Investigating Differences in the Self-Beliefs of Black and White Honor Students
Harper, Brian E.
Social Psychology of Education: An International Journal, v13 n4 p473-483 Dec 2010
While there is great deal of research that tracks self-regulatory academic beliefs and behaviors of students, relatively few efforts examine the specific self-beliefs of high achieving African American students. This study compared the intelligence-related beliefs, efficacy beliefs and academic goal orientations of 257 African American (N = 196) and White (N = 61) sophomore and senior students from among honors-level language arts classes in three large midwestern high schools. The results of this study suggest that while African American students and their White peers do not significantly differ with respect to efficacy beliefs or goal orientation, African American students expressed more strongly-held beliefs that were consistent with an entity view of intelligence than did White students. The implications of these results are discussed, as well as a practical means of application for academic settings.
Descriptors: African American Students, Intelligence, Academic Achievement, Goal Orientation, White Students, Metacognition, Academic Ability, High Achievement, Language Arts, Honors Curriculum, Self Efficacy, Self Concept, High School Students
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 10; Grade 12; High Schools
Authoring Institution: N/A