Resilient students' goals and motivation.
This paper presents the results of an exploratory analysis, description, and comparison of the self-concept and motivational patterns of academically resilient, non-resilient students, advantaged achievers, and advantaged low-achievers. Resilient students are defined as coming from an impoverished and stressful environment, yet achieving a 2.75 or greater grade point average (GPA). Non-resilient students come from the same background, yet do not have the requisite GPA. There are 17 resilient students and there are 19 non-resilient students. The advantaged achievers come from a low-stress, high-SES background and have a 2.75 or greater GPA. The advantaged low-achievers come from a low-stress, high-SES background, but their GPA falls below 2.75. There are 19 advantaged achievers and nine advantaged low-achievers. Goals, self-concept, and environmental support beliefs are measured by the Assessment of Personal Agency Beliefs and the High School Assessment of Academic Self-Concept. The results show significant results in the cognitive beliefs subscale, social beliefs subscale, general extra-curricular beliefs subscale, and the personal trust subscale.
Rouse
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The Ohio State University, Columbus, OH 43210-1295, USA.
D000124:Achievement; D000293:Adolescent; D005006:Ethnicity / Q000706:statistics & numerical data; D005260:Female; D006040:Goals; D006801:Humans; D007389:Internal-External Control; D008297:Male; D009042:Motivation; D015999:Multivariate Analysis; D011204:Poverty Areas; D012649:Self Concept; D015206:Southwestern United States; D013315:Stress, Psychological; D013334:Students / Q000523:psychology*