Achievement motivation and level of aspiration: adolescent Ethiopian immigrants in the Israeli education system.
This paper focuses on two questions: Are Ethiopian high school children who immigrated to Israel achievement motivated? To what extent does the presence or absence of certain components of the achievement construct in the indigenous value system of Ethiopian students affect progress at school? The study is based on pilot research conducted in Israel in 1987 for which the central research questions were: Are elements of motivation to be found in the indigenous value system of Ethiopian students? If so, what is their effect on progress at school? The research is based on a questionnaire administered to 88 Ethiopian students and 85 veteran Israeli students. The main findings of this research are: There are some elements in the socialization of Ethiopian students that can be looked upon as components of achievement motivation. These include a high level of aspiration, the ability to postpone gratification, and obedience. These elements help the Ethiopian children succeed at school. On the other hand, some elements in the socialization of Ethiopian children hinder their progress: conformity restraints on individual creativity and external locus of control.
Horowitz
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TR
Department of Education, Ben-Gurion University, Beer Sheva, Israel.
Mosher
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N
D000124:Achievement; D000293:Adolescent; D016022:Case-Control Studies; D003431:Cross-Cultural Comparison; D004641:Emigration and Immigration; D005002:Ethiopia / Q000208:ethnology; D005190:Family; D005260:Female; D005783:Gender Identity; D006801:Humans; D007389:Internal-External Control; D007557:Israel; D008297:Male; D009042:Motivation; D012044:Regression Analysis; D012925:Social Conformity; D012945:Social Values; D012951:Socialization; D013334:Students / Q000523:psychology*