Motives and values of immigrant students: The case of Russian immigrants in Israel; cultural and social variables

Persistent Link:
http://hdl.handle.net/10150/280231
Title:
Motives and values of immigrant students: The case of Russian immigrants in Israel; cultural and social variables
Author:
Fass, Shira Winter
Issue Date:
2002
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:
The purpose of this research was to explore the motives, values and expectations of Israeli Russian immigrant students and their parents who emigrated from Russia in the 1990s. Instruments administered to the students included the Thematic Apperception Test (TAT)--a projective measure for assessing motives (Murray, 1938). The Thematic Apperception Test required the students to create imaginative stories in response to a series of four pictures. In addition, the students were asked to answer a Student questionnaire. The instrument administered to the parents included a Parent questionnaire. The questionnaires were used to evaluate values, expectations and opinions. The study took place in an afternoon school called the "Impulse School". All the teachers and students attending this school are Russian, and the lessons are all in Russian. Ninety-nine students participated in this study. The majority of students were ages 10-11. This group included both genders. One hundred and four parents took part in this study. Fifty-nine parents have a child who participated in the study. Every one of the parents has children attending the "Impulse School". The data from the Parent and Student questionnaires shows a lack of relationship between parent-student pairs. The adults and students have different perceptions of the academic expectations and evaluations of the students' functioning. The students perceive their parents to have higher expectations and they evaluate their schoolwork higher than their parents. The only similarity between parents and students was in both groups' definitions of success. The majority of students and parents defined success in achievement terms. This study reveals the parents' perception of the Israeli educational system as being academically weaker than the Russian one. The results agree with McClelland's (1987) assertion that correlation between the two types of measures---the projective and unconscious TAT, and the direct and conscious questionnaires, is quite low. The majority of TAT stories expose negative feelings associated with achievement motivation. By contrast, the questionnaires show that the students value good grades and express academic self-confidence. Many of the stories did not focus on achievement motivation but on the affiliation motive, despite the fact that three out of four pictures were supposed to arouse achievement themes.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual and Multicultural.; Education, Educational Psychology.; Sociology, Ethnic and Racial Studies.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
McCaslin, Mary

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleMotives and values of immigrant students: The case of Russian immigrants in Israel; cultural and social variablesen_US
dc.creatorFass, Shira Winteren_US
dc.contributor.authorFass, Shira Winteren_US
dc.date.issued2002en_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.abstractThe purpose of this research was to explore the motives, values and expectations of Israeli Russian immigrant students and their parents who emigrated from Russia in the 1990s. Instruments administered to the students included the Thematic Apperception Test (TAT)--a projective measure for assessing motives (Murray, 1938). The Thematic Apperception Test required the students to create imaginative stories in response to a series of four pictures. In addition, the students were asked to answer a Student questionnaire. The instrument administered to the parents included a Parent questionnaire. The questionnaires were used to evaluate values, expectations and opinions. The study took place in an afternoon school called the "Impulse School". All the teachers and students attending this school are Russian, and the lessons are all in Russian. Ninety-nine students participated in this study. The majority of students were ages 10-11. This group included both genders. One hundred and four parents took part in this study. Fifty-nine parents have a child who participated in the study. Every one of the parents has children attending the "Impulse School". The data from the Parent and Student questionnaires shows a lack of relationship between parent-student pairs. The adults and students have different perceptions of the academic expectations and evaluations of the students' functioning. The students perceive their parents to have higher expectations and they evaluate their schoolwork higher than their parents. The only similarity between parents and students was in both groups' definitions of success. The majority of students and parents defined success in achievement terms. This study reveals the parents' perception of the Israeli educational system as being academically weaker than the Russian one. The results agree with McClelland's (1987) assertion that correlation between the two types of measures---the projective and unconscious TAT, and the direct and conscious questionnaires, is quite low. The majority of TAT stories expose negative feelings associated with achievement motivation. By contrast, the questionnaires show that the students value good grades and express academic self-confidence. Many of the stories did not focus on achievement motivation but on the affiliation motive, despite the fact that three out of four pictures were supposed to arouse achievement themes.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual and Multicultural.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectSociology, Ethnic and Racial Studies.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMcCaslin, Maryen_US
dc.identifier.proquest3073281en_US
dc.identifier.bibrecord.b4346810xen_US
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