Ethnicity, gender, and academic self-concept: a preliminary examination of academic disidentification and implications for psychologists.
Ethnicity, gender, and academic self-concept: a preliminary examination of academic disidentification and implications for psychologists.
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DOI：
10.1037/1099-9809.8.4.379
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发表时间：
2002-11-01
影响因子：
3.3
通讯作者：
Cokley, Kevin O
中科院分区：
文献类型：
--
作者：
Cokley, Kevin O
本研究以358名非裔美国学生和229名欧裔美国学生为研究对象，考察了他们是否存在学术身份认同的现象。分析显示，在非裔美国男学生中，学业自我概念与平均成绩（GPA）之间的关系显着下降，而学业自我概念，自尊和GPA之间的关系显着增加的欧洲裔美国女学生。非裔美国女生和欧裔美国男生的学业自我概念与GPA之间的关系仍然显着。研究和咨询的影响进行了讨论。
This study examined data from 358 African American students and 229 European American students to determine if the phenomenon of academic disidentification occurred. Analyses revealed that among African American male students, the relationship between academic self-concept and grade point average (GPA) significantly decreased, whereas the relationship between academic self-concept, self-esteem, and GPA significantly increased for European American female students. The relationship between academic self-concept and GPA remained significant for African American female and European American male students. Research and counseling implications are discussed.