打印

作者

来源

URBAN EDUCATION,Vol.53,Issue7,P.875-898

语言

英文

关键字

urban; Latino youth; learning and motivation; EXPECTANCY-VALUE THEORY; SELF-EFFICACY; ACADEMIC MOTIVATION; ACHIEVEMENT GOALS; EDUCATIONAL-PSYCHOLOGY; POSSIBLE SELVES; ADOLESCENTS; STUDENTS; RESILIENCE; ENGAGEMENT

作者单位

[Loera, Gustavo] Gustavo Loera Res Policy Consulting, 19112 Gridley,Suite 224, Cerritos, CA 90703 USA. [Rueda, Robert] Univ Southern Calif, Rossier Sch Educ, Res & Fac Affairs, Los Angeles, CA USA. [Rueda, Robert] Univ Southern Calif, Rossier Sch Educ, Educ, Los Angeles, CA USA. [Oh, Youn Joo] Natl Univ, San Diego, CA USA. Loera, G (reprint author), Gustavo Loera Res Policy Consulting, 19112 Gridley,Suite 224, Cerritos, CA 90703 USA. E-Mail: gustavoloera@gmail.com

摘要

The academic achievement rates of urban Latino students are significantly lower than those of non-minority youth. To date, most of the research on this topic has focused on learning and motivational characteristics of underrepresented youth in elementary and middle school and much less on urban high schools. This study investigated variables related to learning, motivation, and engagement among high school-aged Latino youth. We found that learning and motivational variables were predictive of academic engagement for Latinos, paralleling work with non-minority samples. Motivational variables are seldom given adequate attention when considering interventions for low-achieving students, despite the abundant literature that demonstrates their connection to academic outcomes. Fortunately, the factors examined in the study are amenable to intervention.