Sources of Satisfaction among Students in Postsecondary Education.
This research, based on the National Longitudinal Study of the High School Class of 1972, examines differences in educational satisfaction among black and white male students in postsecondary institutions. Three types of variables are used to study these differences: student characteristics (high sc...
| Publicado en: | American Journal of Education Vol. 88; no. 3; pp. 320 - 345 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
University of Chicago Press
May1980
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19669384&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19669384 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01956744 JRD jtl: American Journal of Education issn: 01956744 maglogo: N pubinfo: dt: May1980 vid: 88 iid: 3 pid: 415 pub: University of Chicago Press artinfo: ui: 19669384 10.1086/443529 ppf: 320 ppct: 25 formats: tig: atl: Sources of Satisfaction among Students in Postsecondary Education. aug: au: Gruber, James E. affil: University of Michigan, Dearborn. su: Secondary education research Satisfaction Postsecondary education Grading of students Public schools Self-esteem Longitudinal method Academic achievement Ethnic groups sug: subj: Secondary education research Satisfaction Postsecondary education Grading of students Public schools Self-esteem Longitudinal method Academic achievement Ethnic groups ab: This research, based on the National Longitudinal Study of the High School Class of 1972, examines differences in educational satisfaction among black and white male students in postsecondary institutions. Three types of variables are used to study these differences: student characteristics (high school ability, expectations, and self-esteem); institutional characteristics (school and program type); and academic achievement (postsecondary grades). Blacks derive greater satisfaction than whites from their educational experiences for three important reasons: they have higher self-esteem, a greater proportion are enrolled in vocational schools and programs, and they experience greater status increase when their expectations and the type of school they actually attend are compared. These three factors are associated with high educational satisfaction. School and program type per se have title direct influence upon satisfaction; their effects are mediated. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1980 holdings: @attributes: islocal: N |
|---|