Personal, Social, and Academic Factors that Impact Educational Outcomes for Asian-Americans in Higher Education

Persistent Link:
http://hdl.handle.net/10150/194446
Title:
Personal, Social, and Academic Factors that Impact Educational Outcomes for Asian-Americans in Higher Education
Author:
Restar, Anthony Carandang
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study focuses on Asian Americans and their higher education experience; notably, it explains how their various background characteristics explain various levels of educational achievements. This study was conceived due in part to the paucity of information regarding Asian Americans who do not fall within the rubric of "Model Minorities" and largely to scholars pointing in the direction of studying the variability of the Asian American experience in college.Respondents were classified based on a 2x2 matrix categorized by achievement levels and ethnic identity. Outcome variables assessed were levels of academic and social self-efficacy, which in turn were compared to reported grade point average. Mediating variables were controlled for when applicable. The last portion of the analysis assessed levels of college adjustment (and its various components) and the contribution of the self-efficacy variables in explaining some of the variability.The results were not surprising and under-girded previous findings: Ethnically-attached Asian-Americans derived most of their achievement motivation from external sources (family, social expectations, peers), not to high levels of academic self-efficacy. In addition, high levels of academic achievement for these Asian-Americans also translate to relatively lower levels of personal and academic adjustment.
Type:
text; Electronic Dissertation
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Higher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Rhoades, Gary
Committee Chair:
Rhoades, Gary

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titlePersonal, Social, and Academic Factors that Impact Educational Outcomes for Asian-Americans in Higher Educationen_US
dc.creatorRestar, Anthony Carandangen_US
dc.contributor.authorRestar, Anthony Carandangen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study focuses on Asian Americans and their higher education experience; notably, it explains how their various background characteristics explain various levels of educational achievements. This study was conceived due in part to the paucity of information regarding Asian Americans who do not fall within the rubric of "Model Minorities" and largely to scholars pointing in the direction of studying the variability of the Asian American experience in college.Respondents were classified based on a 2x2 matrix categorized by achievement levels and ethnic identity. Outcome variables assessed were levels of academic and social self-efficacy, which in turn were compared to reported grade point average. Mediating variables were controlled for when applicable. The last portion of the analysis assessed levels of college adjustment (and its various components) and the contribution of the self-efficacy variables in explaining some of the variability.The results were not surprising and under-girded previous findings: Ethnically-attached Asian-Americans derived most of their achievement motivation from external sources (family, social expectations, peers), not to high levels of academic self-efficacy. In addition, high levels of academic achievement for these Asian-Americans also translate to relatively lower levels of personal and academic adjustment.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineHigher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorRhoades, Garyen_US
dc.contributor.chairRhoades, Garyen_US
dc.contributor.committeememberWoodard, Dougen_US
dc.contributor.committeememberLee, Jennyen_US
dc.identifier.proquest1393en_US
dc.identifier.oclc137355417en_US
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