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Record identifier : 568374
Personal Name - Primary Intelectual Responsibility : Golightly, Thomas R
Title and statement of responsibility : Defining the components of academic self-efficacy in Navajo American Indian high school students [Thesis]
Publication, Distribution,Etc. : Brigham Young University, 2007
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Brigham Young University
Summary or Abstract : The academic difficulties experienced by a majority of Navajo American Indian students are well documented. Past research has focused on a variety of internal and external factors which possibly explain some of these difficulties. Low levels of academic self-efficacy (ASE) has been identified as one of the factors possibly contributing to lower than expected rates of academic achievernent and low post-secondary education retention rates in this population. This investigation sought to further define the component structures of ASE using theoretical structures postulated by Bandura (1977a, 1997), namely: past success, modeling, verbal persuasion, and emotional arousal. Information about grade point averages (GPA) and standardized achievement tests ( IOWA Tests of Educational Development ) were obtained for a sample of American Indian Students (N = 118) as a measure of past success. Three self-report measures were administered to the participants in the sample: The Career-Related Parental Support Scale-Verbal Encouragement scale ( CRPSS-VE ); and two measures created specifically for this study, The People I Know (to assess levels of exposure to appropriate academic models) and My feelings about School (to assess levels of emotional arousal centered on school). An additional pair of self-report measures was administered to this sample, the Self-in-School (SIS) and Academic Hardiness Scale (AHS), which sought to assess overall levels of ASE in each of the participants..
Topical Name Used as Subject : Educational evaluation, Academic guidance counseling, Educational psychology, Secondary education, Native Americans, Native studies
Information of biblio record : TL
 
 
 
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