Academic success strategy use among community-active urban Hispanic adolescents.
Although much has been written about the 'risky' behaviors in which some Hispanic adolescents participate, the predictors of academic success are less understood. Toward this end, predictors of academic self-regulation were investigated in Hispanic adolescents. Specifically, a predictive model incor...
| Publicado en: | Hispanic Journal of Behavioral Sciences Vol. 30; no. 4; pp. 463 - 481 |
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| Autores principales: | , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105706389&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105706389 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 07399863 HJB jtl: Hispanic Journal of Behavioral Sciences issn: 07399863 maglogo: Y pubinfo: dt: Nov2008 vid: 30 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 105706389 105706389 2010075502 10.1177/0739986308322913 105706389 ppf: 463 ppct: 18 formats: tig: atl: Academic success strategy use among community-active urban Hispanic adolescents. aug: au: Vick RM Packard BW affil: University of California, San Francisco sug: subj: Academic Achievement Adolescent Psychiatry Hispanic Americans Self-Efficacy Adolescence Case Studies Descriptive Statistics Funding Source Multiple Regression P-Value Scales Self Regulation Students, High School T-Tests Human Adolescent: 13-18 years ab: Although much has been written about the 'risky' behaviors in which some Hispanic adolescents participate, the predictors of academic success are less understood. Toward this end, predictors of academic self-regulation were investigated in Hispanic adolescents. Specifically, a predictive model incorporating self-efficacy, instrumentality, salience of becoming a college student, and structured programming was examined in a sample of 66 Hispanic teens drawn from an urban community center. A model including self-efficacy, instrumentality, and salience of becoming a college student explained 53% of the variance in academic self-regulation, and further regression tests suggested that self-efficacy acted as a mediator of the other two predictors. However, structured leadership programming was not related to self-regulation. Case illustrations are presented. Future research involving the study of community-active Hispanic teens and their academic success is discussed. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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