Cultural and Cognitive Predictors of Academic Motivation Among Mexican American Adolescents: Caution Against Discounting the Impact of Cultural Processes

Abstract

This study examined the role of cognitive (i.e., grit, hope, and academic skepticism) and cultural variables (i.e., generational status, familismo, ethnic identity, and bicultural stress) on academic motivation among 181 Mexican American adolescents. Results indicated that hope, grit, and familismo positively predicted academic motivation. Conversely, academic skepticism and bicultural stress negatively predicted academic motivation. This study demonstrates that culture is important to consider above and beyond cognitive variables. Implications for practice and research are discussed.Keywords: Mexican American, familismo, bicultural stress Este estudio examinó la influencia que ejercen las variables cognitivas (determinación, esperanza y escepticismo académico) y culturales (estatus generacional, familismo, identidad étnica y estrés bicultural) sobre la motivación académica en 181 adolescentes mexicano-americanos. Los resultados indicaron que la esperanza, la determinación y el familismo pronosticaron positivamente la motivación académica. Y a la inversa, el escepticismo académico y el estrés bicultural pronosticaron negativamente la motivación académica. Este estudio demuestra que es importante considerar la cultura además de las variables cognitivas. Se discuten las implicaciones para la práctica y la investigación.

Ethnic identity affirmation as a strength for Mexican descent academic outcomes: Psychological functioning and academic attitudes as mediators

“…The 6-item Skepticism About the Relevance of School for Future Success Scale (Midgley et al, 2000) A mean of all six items was computed, with higher mean scores indicating that one is more skeptical about academic pursuits being relevant for future success in life. A previous study that used this measure with Mexican descent high school students demonstrated acceptable levels of internal consistency (α = 0.83; Piña-Watson et al, 2015).…”

“…Sample items are: “I try hard in school,” “I usually finish my work on time,” and “education is important to me.” The five items were averaged, with higher means indicating higher levels of academic motivation. In a previous study with Latina/o adolescents, an acceptable internal consistency coefficient was achieved ( α = 0.73; Piña‐Watson, López, Ojeda, & Rodriguez, ). For the current study, α = 0.72.…”

“…Sample items are: “Even if I do well in school, it will not help me have the kind of life I want when I grow up,” “Doing well in school does not improve my chances of having a good life when I grow up,” and “Even if I am successful in school, it will not help me fulfill my dreams.” A mean of all six items was computed, with higher mean scores indicating that one is more skeptical about academic pursuits being relevant for future success in life. A previous study that used this measure with Mexican descent high school students demonstrated acceptable levels of internal consistency ( α = 0.83; Piña‐Watson et al, ). For the current study, α = 0.85.…”

De Marillac Academy: Perseverance, Purpose, and Promise

“…Subsequent studies have correlated grit with positive outcomes such as grade point average, teacher retention, and academic motivation (EskreisWinkler, Shulman, Beal, & Duckworth, 2014;Maddi, Matthews, Kelly, Villarreal, & White, 2012;Pina-Watson, Lopex, Ojeda, & Rodriguez, 2015;Strayhorn, 2014). Though these findings are impressive, researchers cautioned that the Grit Scale is a self-report measure that is focused largely on past events and in these studies, was not correlated with other variables such as self-efficacy that are associated with achievement (Duckworth et al, 2007;Eskreis-Winkler et al, 2014)).…”

A reciprocal, moderated mediation model of grit, engagement, and literacy achievement among dual language learners

“…In addition, research is needed on how and for whom socioemotional factors, like grit and emotional engagement, contribute to achievement (e.g., Becker & Luthar, ; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, ), especially across age and with the outcome of literacy achievement among dual language learners (e.g., Taboada Barber & Gallagher, ). Although the link between grit and literacy achievement has not been examined, recent research has connected grit with motivation, including among Latina/o students (Eskreis‐Winkler, Shulman, Beal, & Duckworth, ; Piña‐Watson, López, Ojeda, & Rodriguez, ), and motivation has been found to predict elementary and middle school literacy achievement (see Guthrie, Wigfield, & You, , for review). Indeed, students’ motivation and engagement do predict literacy achievement, even after adjusting for previous literacy achievement (e.g., Meece, Wigfield, & Eccles, ), and among culturally and linguistically diverse elementary school students (e.g., Taboada, Tonks, Wigfield, & Guthrie, ).…”