Differences in motivation, self-evaluation, and academic achievement for African American and Caucasian students using structural equation modeling

dc.contributorRobinson, Cecil D.
dc.contributorRush, S. Craig
dc.contributorJackson, Melissa F.
dc.contributorBlack, Sheila R.
dc.contributor.advisorHarrison, Patti L.
dc.contributor.advisorThoma, Stephen
dc.contributor.authorRaineri, Gina M.
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-02-28T22:24:19Z
dc.date.available2017-02-28T22:24:19Z
dc.date.issued2010
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractStructural equation modeling was used to determine if the relationships between motivation, self-evaluation, and academic achievement can be defined by a proposed structural model for a total sample (N=231) and for African American (n=144) and Caucasian (n=78) samples examined separately. The proposed model suggested that there are direct relationships between motivation and academic achievement, self-evaluation and academic achievement, and motivation and self-evaluation. Measurement models were tested to determine if the observed variables were appropriate measures for their respective latent variables. Structural models were then tested. Results indicated that the proposed model does not correctly define all of the relationships between motivation, self-evaluation, and achievement. For the total sample, as well as the African American and Caucasian samples, a direct path was found from goal orientation to achievement. For the ethnic samples, self-evaluation was directly related to motivation and goals; however, it was not part of the total sample model. There were differences in the models of achievement for the African American and Caucasian samples, as motivation was more predictive of achievement for Caucasian students and goal orientation was more significant in defining achievement for African American students. Results of this study should direct future research to consider further evaluation of models of achievement with different and larger populations of ethnic groups, as a significant difference was found for ethnicity on measures of achievement. Socioeconomic status and gender were also possible confounding factors that should be further investigated.en_US
dc.format.extent197 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0000223
dc.identifier.otherRaineri_alatus_0004D_10351
dc.identifier.urihttps://ir.ua.edu/handle/123456789/729
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducation, Educational Psychology
dc.titleDifferences in motivation, self-evaluation, and academic achievement for African American and Caucasian students using structural equation modelingen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Studies in Psychology, Research Methodology, and Counseling
etdms.degree.disciplineEducational Psychology
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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