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: | Artículo |
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Sage Publications Inc.
November 2008
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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=ssf&AN=508013622&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508013622 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 07399863 HJB jtl: Hispanic Journal of Behavioral Sciences issn: 07399863 maglogo: N pubinfo: dt: November 2008 vid: 30 iid: 4 pid: 344 pub: Sage Publications Inc. artinfo: ui: 508013622 10.1177/0739986308322913 ppf: 463 ppct: 18 formats: tig: atl: Academic Success Strategy Use Among Community-Active Urban Hispanic Adolescents. aug: au: Vick, Rebecca M. Packard, Becky Wai-Ling su: Self-control Prediction of scholastic success Student aspirations Hispanic American youth Psychology sug: subj: Self-control Prediction of scholastic success Student aspirations Hispanic American youth Psychology 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. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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