An Exploration of the Relationships Among Relatedness, Identity Threat, and Academic Achievement in Minority Students in Higher Education
dc.contributor.advisor | Summers, Jessica J. | en_US |
dc.contributor.author | Hernandez, Diley | |
dc.creator | Hernandez, Diley | en_US |
dc.date.accessioned | 2011-10-13T20:38:55Z | |
dc.date.available | 2011-10-13T20:38:55Z | |
dc.date.issued | 2011 | |
dc.identifier.uri | http://hdl.handle.net/10150/145296 | |
dc.description.abstract | The purpose of this study was to identify significant relationships betweenidentity threat, relatedness or sense of belongingness, and academic achievement in asample of minority college students who were enrolled in an underrepresented academicfield in higher education. Our sample included 56 Hispanic students enrolled in an Organic Chemistry class at a Southwest University. Findings show that Ethnic Sense ofBelongingness positively predicted Classroom Sense of Belongingness, which in turnpredicted Effort. This relationship was also impacted by students' perceptions of Self-Efficacy to Achieve, Teacher Trust and Academic Support, and Intrinsic Motivation andKnow and Accomplish. Overall, findings highlight the influence of ethnic sense ofbelongingness at school, in achievement and motivational processes in the classroom. | |
dc.language.iso | en | en_US |
dc.publisher | The University of Arizona. | en_US |
dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
dc.subject | Academic Achievement | en_US |
dc.subject | Identity Threat | en_US |
dc.subject | Motivation | en_US |
dc.subject | Relatedness | en_US |
dc.subject | Self-Determination Theory | en_US |
dc.title | An Exploration of the Relationships Among Relatedness, Identity Threat, and Academic Achievement in Minority Students in Higher Education | en_US |
dc.type | Electronic Dissertation | en_US |
dc.type | text | en_US |
dc.contributor.chair | Summers, Jessica J. | en_US |
dc.identifier.oclc | 752261357 | |
thesis.degree.grantor | University of Arizona | en_US |
thesis.degree.level | doctoral | en_US |
dc.contributor.committeemember | Good, Thomas L. | en_US |
dc.contributor.committeemember | Burross, Heidi H. | en_US |
dc.identifier.proquest | 11488 | |
thesis.degree.discipline | Graduate College | en_US |
thesis.degree.discipline | Educational Psychology | en_US |
thesis.degree.name | Ph.D. | en_US |
refterms.dateFOA | 2018-07-03T04:22:26Z | |
html.description.abstract | The purpose of this study was to identify significant relationships betweenidentity threat, relatedness or sense of belongingness, and academic achievement in asample of minority college students who were enrolled in an underrepresented academicfield in higher education. Our sample included 56 Hispanic students enrolled in an Organic Chemistry class at a Southwest University. Findings show that Ethnic Sense ofBelongingness positively predicted Classroom Sense of Belongingness, which in turnpredicted Effort. This relationship was also impacted by students' perceptions of Self-Efficacy to Achieve, Teacher Trust and Academic Support, and Intrinsic Motivation andKnow and Accomplish. Overall, findings highlight the influence of ethnic sense ofbelongingness at school, in achievement and motivational processes in the classroom. |