The attitude-achievement relationship among adolescents from Hispanic and Anglo cultures

Persistent Link:
http://hdl.handle.net/10150/291915
Title:
The attitude-achievement relationship among adolescents from Hispanic and Anglo cultures
Author:
Wiseley, Mark Christopher, 1964-
Issue Date:
1994
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 investigated the educational attitudes of Hispanic and Anglo students. It was hypothesized that attitudes concerning the value of an education are comprised of abstract and concrete attitudes and that concrete educational attitudes are the best predictor of grade point averages. A specially designed Educational Attitude Scale was used to measure students' concrete and abstract educational attitudes. The results of the study indicated the following: Principal component analysis of the Hispanic students' EAS responses suggests that educational attitudes are comprised of two underlying factors (concrete and abstract). Hispanic and Anglo students significantly differed in regards to concrete educational attitudes. Both Hispanic and Anglo students did not differ in their abstract educational attitudes. Concrete educational attitudes demonstrated to be the strongest predictor of academic performance. Finally, male and female Hispanic students did not differ significantly in educational attitudes. The implications for Hispanic student achievement were discussed.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Educational Psychology.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala P.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe attitude-achievement relationship among adolescents from Hispanic and Anglo culturesen_US
dc.creatorWiseley, Mark Christopher, 1964-en_US
dc.contributor.authorWiseley, Mark Christopher, 1964-en_US
dc.date.issued1994en_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 investigated the educational attitudes of Hispanic and Anglo students. It was hypothesized that attitudes concerning the value of an education are comprised of abstract and concrete attitudes and that concrete educational attitudes are the best predictor of grade point averages. A specially designed Educational Attitude Scale was used to measure students' concrete and abstract educational attitudes. The results of the study indicated the following: Principal component analysis of the Hispanic students' EAS responses suggests that educational attitudes are comprised of two underlying factors (concrete and abstract). Hispanic and Anglo students significantly differed in regards to concrete educational attitudes. Both Hispanic and Anglo students did not differ in their abstract educational attitudes. Concrete educational attitudes demonstrated to be the strongest predictor of academic performance. Finally, male and female Hispanic students did not differ significantly in educational attitudes. The implications for Hispanic student achievement were discussed.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitala P.en_US
dc.identifier.proquest1357296en_US
dc.identifier.bibrecord.b319188039en_US
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