Self-perception and academic achievement: variations in a desegregated setting

Hare, Bruce R.

doi:10.1176/ajp.137.6.683

Cited by 30 publications

(5 citation statements)

References 12 publications

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“…Because academic achievement and academic self-esteem are positively related (Hansford & Hattie, 1982; Skaalvik & Hagtvet, 1990), we would expect higher academic self-esteem for White students. Although some contradictory results have been reported (see, e.g., Hare, 1980; Kugle, Clements, & Powell, 1983), several investigators have found support for this expectation (see, e.g., Lay & Wakstein, 1985; Mboya, 1988; W. L. Osborne & LeGette, 1982; Richman et al, 1985).…”

Section: Racial Differences In Self-esteemmentioning

confidence: 99%

Factors influencing racial comparisons of self-esteem: A quantitative review.

Gray-Little¹,

Hafdahl²

2000

Psychological Bulletin

311

257

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Research on racial comparisons of self-esteem was examined. Early research in this area, exemplified by the doll studies of racial preference, was viewed as demonstrating that Blacks have less self-regard than Whites. However, a meta-analytic synthesis of 261 comparisons, based largely on self-esteem scales and involving more than half a million respondents, revealed higher scores for Black than for White children, adolescents, and young adults. This analysis further revealed that the direction and magnitude of racial differences are influenced by such demographic characteristics as participant age and socioeconomic status, as well as by characteristics of the measuring instruments. Many findings--for example, that the self-esteem advantage for Black respondents increases with age and is related to the sex composition of the sample--underscore the need for long-term longitudinal studies of self-esteem development in male and female members of both racial groups.

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Section: Racial Differences In Self-esteemmentioning

confidence: 99%

Factors influencing racial comparisons of self-esteem: A quantitative review.

Gray-Little¹,

Hafdahl²

2000

Psychological Bulletin

311

257

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“…Middle-SES blacks often have been ignored altogether in previous research because many studies erroneously compare low-SES blacks and middle-SES whites on the variables of interest (e.g., DuCette & Wolk, 1972). When a middle-SES group has been included, investigators typically have highlighted a deviant pattern of responding among disadvantaged blacks while stressing the similarities between middle-SES whites and blacks (e.g., Hare, 1980;Havighurst, 1976). The overall message from studies of this type is that socioeconomic class is a more important factor than race in determining black-white differences in motivation, and that when SES is controlled, racial differences disappear (also see Yando, Seitz, & Zigler, 1979).…”

Section: Race and Class Effectsmentioning

confidence: 99%

Communicating sympathy and anger to Black and White children: The cognitive (attributional) consequences of affective cues.

Graham¹

1984

Journal of Personality and Social Psychology

102

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This study examined the influence of affective cues from others on children's achievement-related cognitions and performance following failure. Black and white children of middle and low social class were induced to fail an achievement task and an experimenter communicated either sympathy, anger, or no affective reaction. Children's judgments of personal competence, expectancies for success, causal attributions for failure, and persistence on the task were measured. Across all Race X Social Class groups, there were linkages between communicated sympathy and low ability self-ascriptions and between communicated anger and lack of effort attributions, although the sympathy-ability relation was stronger than the anger-effort linkage. In addition, a greater decline in expectancy for success followed the emotional cue of sympathy. These findings were interpreted as further evidence of the role of emotions in an attributional theory of motivation. When the data were examined independent of affective cues, middle-class black children displayed a particularly adaptive attributional pattern. Compared with the other three demographic groups, these children attributed their failure more to insufficient effort, reported higher expectancies, perceived themselves as more competent, and persisted longer at the task. The implications of these findings for comparative racial research are discussed. This article is based on the author's doctoral dissertation, submitted to the Graduate School of Education, University of California, Los Angeles. Support for the research was provided by a grant to Bernard Weiner from the National Science Foundation.The author thanks Bernard Weiner for his role as thesis advisor and for his comments on this manuscript. Appreciation also is extended to Sarah White for her aid in data collection and to the staff and students of the three Los Angeles elementary schools who participated in this research.

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“…En el apartado de hallazgos obvios, esperables, conformes a las expectativas (cf., Gimeno, 1976;Hare, 1980) está que la autoestima (PH), sobre todo la escolar, aparece positivamente asociada con las calificaciones y con un nivel de aspiración que se refería a tareas semejantes a las escolares.…”

Section: Discussionunclassified

“…Tópicamente se considera que la autoestima o autoconcepto evaluativo se relaciona con la percepción de la propia competencia (Novick, Cauce y Grove, 1996), con el logro y el éxito (Mruk, 1995), con el rendimiento en el trabajo (Judge, Erez y Bono, 1998), con la amplitud y variedad de intereses vocacionales (Mullis y Mullis, 1997) y desde luego con el rendimiento escolar (Aunola, Stattin y Nurmi, 2000;Gimeno, 1976;Hare, 1980;Leondari, Syngollitou y Kiosseoglou, 1998). Es más, a autoconcepto y autoestima se les suele atribuir un papel mediador respecto a los logros académicos (Rogers, 1987, cap.…”

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Componentes y correlatos del autoconcepto en la escala de Piers-Harris

Cardenal

Fierro²

2003

Estudios de Psicología

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Se han realizado dos estudios sobre autoconcepto en adolescentes con la escala de Piers-Harris (PH). Se examinaron las relaciones que las distintas subescalas de PH presentan con otras variables, en primer lugar, con la imagen y aprecio que los adolescentes tienen respecto a su propio cuerpo y asimismo con circunstancias objetivas como sus logros académicos y el nivel socioeconómico de la familia a que pertenecen, y, finalmente, con variables personales ligadas a una decisión de los sujetos: su nivel de aspiración y su disposición a un comportamiento de ayuda. Los resultados confirman las asociaciones previstas aunque sólo en parte. En el caso de la variable de conducta de ayuda no sólo no las confirman, sino que van en opuesta dirección: esa conducta aparece asociada negativamente con la autoestima. En consecuencia, será oportuno investigar en esa otra dirección o quizá trabajar con otros instrumentos de medición de la conducta de ayuda.

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Self-perception and academic achievement: variations in a desegregated setting

Cited by 30 publications

References 12 publications

Factors influencing racial comparisons of self-esteem: A quantitative review.

Factors influencing racial comparisons of self-esteem: A quantitative review.

Communicating sympathy and anger to Black and White children: The cognitive (attributional) consequences of affective cues.

Componentes y correlatos del autoconcepto en la escala de Piers-Harris

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