Page 1 |
Save page Remove page | Previous | 1 of 185 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
MOTIVATIONAL AND ACADEMIC OUTCOMES IN RETAINED MIDDLE
SCHOOL STUDENTS
by
Michelle L. Rodriguez
_________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Michelle L. Rodriguez
Object Description
| Title | Motivational and academic outcomes in retained middle school students |
| Author | Rodriguez, Michelle L. |
| Author email | michelle.rodriguez@sausd.us;Michelle.Rodriguez@sausd.us |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2012-04-06 |
| Date submitted | 2012-04-06 |
| Date approved | 2012-04-09 |
| Restricted until | 2012-04-09 |
| Date published | 2012-04-09 |
| Advisor (committee chair) | Hirabayashi, Kimberly |
| Advisor (committee member) |
Seli, Helena Garcia, Pedro |
| Abstract | There is a relationship between self-efficacy, goal orientation, and academic performance, which is based on the social cognitive theoretical framework and substantiated by a large body of research. This study investigated the intersection between retention and academic performance specifically with English Language Learners and low socioeconomic populations. The purpose of this study was to contribute to the small volume of existing literature that highlights the academic and motivational affects of retention on middle school students from ethnic and low socioeconomic backgrounds. Specifically, this study examined three key areas: (a) to examine whether there is a relationship between the motivation of retained versus nonretained students; (b) to examine whether retention timing is related to motivation and academic performance; and (c) to examine whether retention has differential effects on English Learner Language students. ❧ A stratified purposeful sampling of over 125 seventh and eighth grade students was drawn from four low-achieving intermediate schools in an urban district in Southern California. The school district consists of a primary disadvantaged population with 95% Hispanic, 85% Free and Reduced Lunch, 83% English Learners and 58% of the parents not graduating high school. The four intermediate schools were selected due to their homogeneity in relation to their minority, low socioeconomic, English Language Learner, and Gifted and Talented populations. The study used the hierarchical linear regression model with block entry of the variables in Step 1. The variables of grade level, EL status and gender were entered as a group of variables to estimate the effect of the category of variables on the outcome. The block entry of the variables also allowed the researcher to determine whether particular variables explained statistically significantly more variance than other variables. Within the Step 2, the variable of retention status or grade of retention was entered last in the regression equation to isolate the unique variance for that particular variable. ❧ According to expectation, the hierarchical linear regression modeling demonstrated that retention has a significant negative impact on both overall goal orientation and academic performance with strong predictors of grade level and EL status—RFEP. Contrary to expectations, retention was not linked to self-efficacy and several subscales of goal orientation. ❧ The study contributed to current research by highlighting the significance of language proficiency and the grade of retention. It provided evidence that school districts should change policies and instructional practices to more effectively serve low socioeconomic, language learners and reduce the over use of retention as an intervention measure. The incorporation of these key recommendations will transform classrooms and the lives of students so they may reach their ultimate potential. |
| Keyword | grade retention; English language learners; self efficacy; goal orientation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Rodriguez, Michelle L. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume3/etd-RodriguezM-581.pdf |
Description
| Title | Page 1 |
| Full text | MOTIVATIONAL AND ACADEMIC OUTCOMES IN RETAINED MIDDLE SCHOOL STUDENTS by Michelle L. Rodriguez _________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Michelle L. Rodriguez |
Comments
Post a Comment for Page 1
