Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence
Reflected appraisals, academic self-perceptions, and math/science performance during early adolescence
复制标题
DOI：
10.1037/0022-0663.97.4.673
复制
发表时间：
2005-11-01
影响因子：
4.9
通讯作者：
Harter, S
中科院分区：
文献类型：
--
作者：
Bouchey, HA;Harter, S
作者测试了青少年对父母、老师和同学对他们数学/科学能力的支持、评价和信念的看法;青少年自己对数学/科学的学术自我看法;以及他们的学术表现之间的关系模型。样本包括378名中学生; 65%是拉丁裔，21%是欧洲裔美国人。成人对数学/科学的重要性和学生能力的信念以及感知到的支持的反映评估预测了学生自己对数学/科学的重要性、能力、学术行为和这些课程的表现。拉丁裔学生的平均水平较低的感知能力比欧洲裔美国学生（控制产妇教育）。研究结果有重要的意义，了解不同种族的人群中的成就社会化。
The authors tested a model of the relations among adolescents' perceptions of parents', teachers', and classmates' support for, valuing of, and beliefs about their competence in math/science; adolescents' own academic self-perceptions concerning math/science; and their academic performance. The sample included 378 middle school students; 65% were Latino, and 21% were European American. Reflected appraisals of adults' beliefs concerning both the importance of and students' competence in math/science, as well as perceived support, predicted students' own self-perceived importance, competence, scholastic behavior, and performance in these courses. Latino students reported lower mean levels of perceived competence than did European American students (controlling for maternal education). Findings have important implications for understanding achievement socialization in ethnically diverse populations.