Inferences about Responsibility and Values: Implication for Academic Motivation

Abstract

(from the chapter) Examines achievement patterns of ethnic minority youth from a motivational perspective. The focus of the research is motivational processes in African American youth, although the author has broadened the perspective to include multiethnic samples who share some of the same motivational beliefs and school achievement patterns as their African American counterparts. In the present studies, participants were asked to nominate the classmates whom they most admired, respected, and wanted to be like, and whom they felt fit the the descriptions of trying hard and getting good grades, not trying hard and receiving poor grades, and following or not following school rules. Study 1 included about 300 African American 6th, 7th, and 8th graders from predominantly black schools. Study 2 included about 400 African American, Latino, and white 6th, 7th, and 8th graders from an ethnically diverse middle school. To get a developmental perspective on achievement valuing, Study 3 included 2nd-4th graders. Findings indicate that it would be inaccurate to conclude that ethnic minority students as a group devalue effort. Second, there are complex Ethnicity X Gender X Age interactions, particularly for adolescent minority males. Third, these findings have useful implications for intervention. (PsycINFO Database Record (c) 2000 APA, all rights reserved)