nach oben

Erschienen in:

12.06.2017

Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement Among Underserved Children in an Afterschool Program

verfasst von: Diane Sookyoung Lee, Tina G. Dang, Jennifer Ulibas-Pascual, Kimberly A. Gordon Biddle, Brian Heller de Leon, Deborah Elliott, Josiah Gorter

Erschienen in: The Urban Review | Ausgabe 5/2017

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The purpose of this study was to determine the effectiveness of a local afterschool program in helping underserved elementary school students improve their reading achievement. The study followed a cohort of students with 28 participants who were low-income, ethnic minority children in the 1st–6th grades between the ages of 6 and 12. Data on students’ developmental assets and school progress were collected at two different time points. Overall, students showed increased perceptions of efficacy about having the ability and skills to do well on a task and getting good grades in school, as well as improvements in reading achievement over time. While changes in homework completion predicted changes in reading achievement, changes in efficacy beliefs and program exposure did not. Results suggest that teacher perceptions of homework completion may be an important pathway through which afterschool programs can help narrow the reading achievement gap experienced by ethnic minority students from disadvantaged backgrounds.

Vorheriger Artikel School Discipline Disproportionality: American Indian Students in Special Education

Nächster Artikel Efficient Social Justice: How Critical Race Theory Research can Inform Social Movement Strategy Development

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Pseudonyms are used to protect the anonymity of the program, school, community, staff, teachers, and students.

Ali Gizir, C., & Aydin, G. (2009). Protective factors contributing to the academic resilience of students living in poverty in Turkey. Professional School Counseling, 13, 38–49.CrossRef

Babad, E. Y., Inbar, J., & Rosenthal, R. (1982). Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74, 459–474.CrossRef

Bandura, A. (2008). An agentic perspective on positive psychology. In S. J. Lopez (Ed.), Positive psychology: Exploring the best in people (Vol. 1, pp. 167–196). Westport, CT: Greenwood Publishing Company.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206–1222.CrossRef

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, 187–206.CrossRef

Bang, H. J., Suárez-Orozco, C., Pakes, J., & O’Connor, E. (2009). The importance of homework in determining immigrant students’ grades in schools in the USA context. Educational Research, 51(1), 1–25.CrossRef

Beck, E. L. (1999). Prevention and intervention programming: Lessons from an after-school program. The Urban Review, 31(1), 107–124.CrossRef

Benard, B. (2004). Resiliency: What have we learned. San Francisco, CA: WestEd.

Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (1998). Beyond the ‘village’ rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 2(3), 138.CrossRef

Benson, P. L., Scales, P. C., Leffert, N., & Roehlkepartain, E. C. (1999). A fragile foundation: The state of developmental assets among American youth. Minneapolis, MN: Search Institute.

Borman, G., & Overman, L. (2004). Academic resilience in mathematics among poor and minority students. The Elementary School Journal, 104, 177–195.CrossRef

Borrero, N., Lee, D. S., & Padilla, A. M. (2013). Developing a culture of resilience for low-income immigrant youth. The Urban Review, 45(2), 99–116.CrossRef

Brophy, J. E. (1983). Research on the self-fulfilling prophecy and teacher expectations. Journal of Educational Psychology, 75(5), 631–661. doi:10.1037/0022-0663.75.5.631.CrossRef

Brown, R., & Evans, W. P. (2002). Extracurricular activity and ethnicity creating greater school connection among diverse student populations. Urban Education, 37(1), 41–58.CrossRef

Cardoso, J. B., & Thompson, S. (2010). Common themes of resilience among Latino immigrant families: A systematic review of the literature. Families in Society: The Journal of Contemporary Social Services, 91(3), 257–265.CrossRef

Carnegie Council on Adolescent Development. (1992). A matter of time: Risk and opportunity in the out-of-school hours. New York: Carnegie Corporation of New York.

Chatterji, M. (2006). Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample. Journal of Educational Psychology, 98(3), 489.CrossRef

Chiu, M. M., & McBride-Chang, C. (2006). Gender, context, and reading: A comparison of students in 43 countries. Scientific Studies of Reading, 14(6), 514–543.CrossRef

Christensen, G., & Stanat, P. (2007). Language policies and practices for helping immigrants and second-generation students succeed. Washington, DC: Migration Policy Institute. Retrieved from www.migrationpolicy.org/pubs/ChristensenEducation091907.pdf.

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76(1), 1–62. Retrieved from http://www.jstor.org/stable/3700582.

Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294–304.CrossRef

De Kanter, A. (2001). After-school programs for adolescents. NASSP Bulletin, 85(626), 12–21.CrossRef

Evans, R. (2005). Reframing the achievement gap. Phi Delta Kappan, 86(8), 582–589.CrossRef

Fleming, C. B., Haggerty, K. P., Catalano, R. F., Harachi, T. W., Mazza, J. J., & Gruman, D. H. (2005). Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades? Journal of School Health, 75(9), 342–349.CrossRef

Förster, N., Souvignier, E., Walcott, C., & Vanderwood, M. (2015). Effects of providing teachers with information about their students’ reading progress. School Psychology Review, 44(1), 60–75.CrossRef

Frias, J. L., Palmer, B. G., & Capilla, D. M. (2015). Expanding common core learning opportunities through professional learning communities in afterschool program networks. The Journal of Expanded Learning Opportunities, 1(2), 23–30.

Gardner, L. T. (2014). The impact of afterschool tutoring on reading scores of elementary students (Order No. 3617960). Available from ProQuest Dissertations and Theses Full Text: The Humanities and Social Sciences Collection (1528556630). Retrieved from http://proxy.lib.csus.edu/login?url=http://search.proquest.com/docview/1528556630?accountid=10358.

Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2005). Behavioral predictors of changes in social relatedness and liking school in elementary school. Journal of School Psychology, 43, 281–301.CrossRef

Gordon, E. E. (2009). 5 ways to improve tutoring programs. Phi Delta Kappan, 90(6), 440–445.CrossRef

Gordon, E. E., Morgan, R. R., Ponticell, J. A., & O’Malley, C. J. (2004). Tutoring solutions for No Child Left Behind: Research, practice, and policy implications. NASSP Bulletin, 88(638), 59–68.CrossRef

Gordon Rouse, K. A. (2001). Resilient students’ goals and motivation. Journal of Adolescence, 24(4), 461–472.CrossRef

Grossman, J. B., Price, M. L., Fellerath, V., Jucovy, L. Z., Kotloff, L. J., Raley, R., et al. (2002). Multiple choices after school: Findings from the extended-service schools initiative. Philadelphia: Public/Private Ventures.

Halpern, R. (2002). A different kind of child development institution: The history of after-school programs for low-income children. The Teachers College Record, 104(2), 178–211.CrossRef

Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.CrossRef

Hertert, L., & Teague, J. (2003). Narrowing the achievement gap: A review of research, policies, and issues. Palo Alto, CA: EdSource Inc.

Kahne, J., Nagaoka, J., Brown, A., O’Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after school programs as contexts for youth development. Youth and Society, 32(4), 421–446.CrossRef

Kerpelman, J. L., Eryigit, S., & Stephens, C. J. (2008). African American adolescents’ future education orientation: Associations with self-efficacy, ethnic identity, and perceived parental support. Journal of Youth and Adolescence, 37(8), 997–1008.CrossRef

Knopf, J. A., Hahn, R. A., Proia, K. K., Truman, B. I., Johnson, R. L., Muntaner, C., et al. (2015). Out-of-school-time academic programs to improve school achievement: A community guide health equity systematic review. Journal of Public Health Management and Practice, 21(6), 594–608.CrossRef

Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. L. (2006). Out-of-school time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76, 275–313.CrossRef

Lee, S. J., & Hawkins, M. R. (2008). “Family is here”: Learning in community-based after-school programs. Theory into Practice, 47(1), 51–58.CrossRef

Leffert, N., Benson, P. L., Scales, P. C., Sharma, A. R., Drake, D. R., & Blyth, D. A. (1998). Developmental assets: Measurement and prediction of risk behaviors among adolescents. Applied Developmental Science, 2(4), 209–230.CrossRef

Liew, J., McTigue, E. M., Barrois, L., & Hughes, J. N. (2008). Adaptive and effortful control and academic self-efficacy beliefs on achievement: A longitudinal study of 1st through 3rd graders. Early Childhood Research Quarterly, 23, 515–526.CrossRef

Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199–214.CrossRef

Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21, 375–395.CrossRef

Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205–220. doi:10.1037/0003-066X.53.2.205.CrossRef

Mendez, L. R. (2003). Predictors of suspension and negative school outcomes: A longitudinal investigation. New Directions for Youth Development, 19, 17–33.CrossRef

Morrison, G. M., Storino, M. H., Robertson, L. M., Weissglass, T., & Dondero, A. (2000). The protective function of after-school programming and parent education and support for students at risk for substance abuse. Evaluation and Program Planning, 23(3), 365–371.CrossRef

National Institute on Out-of-School Time. (2003). Making the case: A fact sheet on children and youth in out-of-school time. Wellesley, MA: Author. Retrieved September 19, 2015, from http://www.niost.org/.

Nelson-Royes, A. M. (2013). Tutors can improve students’ reading skills. Reading Improvement, 50(2), 48–53.

Nelson-Royes, A. M., & Reglin, G. L. (2011). After-school tutoring for reading achievement and urban middle school students. Reading Improvement, 48(3), 105.

Olsen, L. (2010). Reparable harm fulfilling the unkept promise of educational opportunity for California’s long term English learners. Emeryville, CA: California Tomorrow. https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=reparable%20harm.

Padilla, A. M., & Gonzalez, R. (2001). Academic performance of immigrant and US-born Mexican heritage students: Effects of schooling in Mexico and bilingual/English language instruction. American Educational Research Journal, 38(3), 727–742.CrossRef

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40.CrossRef

Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the second generation. Berkeley: University of California Press.

Prelow, H. M., & Loukas, A. (2003). The role of resource, protective, and risk factors on academic achievement-related outcomes of economically disadvantaged Latino youth. Journal of Community Psychology, 31, 513–529.CrossRef

Raffaelli, M., & Ontai, L. L. (2004). Gender socialization in Latino/a families: Results from two retrospective studies. Sex Roles: A Journal of Research, 50, 287–299.CrossRef

Reardon, S. F. (2011). The widening academic achievement gap between rich and poor: New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 91–115). New York: Sage.

Rhodes, J. E. (2004). The critical ingredient: Caring youth–staff relationships in after-school settings. New Directions for Youth Development, 2004(101), 145–161.CrossRef

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20.CrossRef

Ruiz-de-Velasco, J., & Fix, M. (2000). Overlooked and underserved: Immigrant students in US secondary schools. Washington, DC: Urban Institute.

Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27–46.CrossRef

Scales, P. C., Sesma, A., Jr., & Bolstrom, B. (2004). Me and my world: Technical manual. Minneapolis, MN: Search Institute.

Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4–28.CrossRef

Steele, C. M. (2010). Whistling vivaldi and other clues to how stereotypes affect us. New York, NY: W. W. Norton & Company.

Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans. Journal of Personality and Social Psychology, 69, 797–811.CrossRef

Stipek, D. J., & Daniels, D. (1988). Declining perceptions of competence: A consequence of changes in the child or the educational environment? Journal of Educational Psychology, 80, 352–356.CrossRef

Suarez-Orozco, C., Rhodes, J., & Milburn, M. (2009). Unraveling the immigrant paradox: Academic engagement and disengagement among recently arrived immigrant youth. Youth and Society, 41(2), 151–185.CrossRef

U.S. Census Bureau. (2016). Small area income and poverty estimates. Retrieved from https://www.census.gov/did/www/saipe/.

Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 39(1–2), 177–190.CrossRef

Weiser, D. A., & Riggio, H. R. (2010). Family background and academic achievement: Does self-efficacy mediate outcomes? Social Psychology of Education, 13(3), 367–383.CrossRef

Yeager, D., Walton, G., & Cohen, G. (2013). Addressing achievement gaps with psychological interventions. Phi Delta Kappan, 94(5), 62–65.CrossRef

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82–91.CrossRef

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.CrossRef

Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845–862.CrossRef

Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663–676.CrossRef

Titel: Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement Among Underserved Children in an Afterschool Program
verfasst von: Diane Sookyoung Lee
Tina G. Dang
Jennifer Ulibas-Pascual
Kimberly A. Gordon Biddle
Brian Heller de Leon
Deborah Elliott
Josiah Gorter
Publikationsdatum: 12.06.2017
Verlag: Springer Netherlands
Erschienen in: The Urban Review / Ausgabe 5/2017
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-017-0418-9

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 5/2017

Correction to: School–University–Community Pathways to Higher Education: Teacher Perceptions, School Culture and Partnership Building

The Collateral Consequences of “Criminalized” School Punishment on Disadvantaged Parents and Families

Getting from Here to There: The Role of Geography in Community College Students’ Transfer Decisions

School Discipline Disproportionality: American Indian Students in Special Education

Efficient Social Justice: How Critical Race Theory Research can Inform Social Movement Strategy Development

The Politics of Policy in the McKinney–Vento Homeless Assistance Act: Setting the Agenda for Students Experiencing Homelessness