ERIC Number: EJ1026073
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
A Model of Academic Self-Concept for High School Hispanic Students in New York
Calero, Flor R.; Dalley, Christopher; Fernandez, Nicole; Davenport-Dalley, Tania Marie; Morote, Elsa-Sofia; Tatum, Stephanie L.
Journal of Latinos and Education, v13 n1 p33-43 2014
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.
Descriptors: Models, Self Concept, High School Students, Hispanic American Students, Predictor Variables, Family Attitudes, Expectation, Teacher Student Relationship, Peer Relationship, Academic Achievement, Grade 9, Student Surveys, Structural Equation Models, Multiple Regression Analysis, Achievement Need, Correlation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Authoring Institution: N/A
Identifiers - Location: New York