Self-determination in context : an examination of factors that influence school performance among African American males in high school

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Self-determination in context : an examination of factors that influence school performance among African American males in high school

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dc.contributor.advisor Yates, James R.
dc.creator Davis, Leroy, 1968-
dc.date.accessioned 2011-08-30T18:14:18Z
dc.date.available 2011-08-30T18:14:18Z
dc.date.created 2008-05
dc.date.issued 2011-08-30
dc.identifier.uri http://hdl.handle.net/2152/13340
dc.description.abstract The purpose of this study was to examine self-determination and achievement motivation as predictors of successful school performance for high school African American males enrolled in an urban Texas school district. The students (N = 108) were placed into two distinct groups: higher-performing and lower-performing African American males based upon the following: (a) Numerical average in core classes taken, (b) performance on the Texas state achievement test, (c) placement in academic classes and programs, and (d) attendance and discipline records. This study employed both qualitative and quantitative methodologies in which African American males responded to The Needs Satisfaction Scale (Ilardi, Leone, Kasser, & Ryan, 1993; Deci & Ryan, 2000; Gagne, 2003) and The Student Opinion Survey/Education Survey (Murdock, 1993). Tests of multivariate analysis of variance (MANOVA) were used in this study to measure the mean differences between the two groups in terms of self-determination (autonomy, relatedness, and competence); and achievement motivation (personal motivation, parent encouragement, teacher support, and peer support). The study found statistically significant differences in levels of self-determination and achievement motivation between the two groups. The qualitative segment was used to explore factors that lead to successful school performance for the African American males included in this study. Four themes emerged: (a) parental encouragement and expectations, (b) involvement in extracurricular activities, (c) personal motivation to achieve, and (d) relationships with significant adults. Recommendations are made to replicate this study in school with larger African American student enrollment and in schools with high achievement and high economic levels. Also, the study may be replicated with other ethnic groups who historically have experienced poor school performance.
dc.format.medium electronic
dc.language.iso eng
dc.rights Copyright © is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.
dc.subject Academic achievement
dc.subject African American males
dc.subject High school students
dc.subject Urban Texas
dc.subject Texas state achievement test
dc.subject Achievement motivation
dc.subject Self-determination
dc.title Self-determination in context : an examination of factors that influence school performance among African American males in high school
dc.description.department Educational Administration
dc.type.genre Thesis
dc.type.material text
thesis.degree.department Educational Administration
thesis.degree.discipline Educational Administration
thesis.degree.grantor The University of Texas at Austin
thesis.degree.level Doctoral
thesis.degree.name Doctor of Education

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