WIKINDX Resources
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Alfaro Edna C., Umaña-Taylor Adriana J. & Gonzales-Backen Melinda A. et al. (2009). « Latino adolescents' academic success : The role of discrimination, academic motivation, and gender ». Journal of Adolescence, vol. 32, n° 4, aoĂ»t, p. 941–962. ISSN 0140-1971. En ligne : <http://www.sciencedirec ... e/pii/S0140197108001097>.
Added by: RĂ©mi Thibert (06 Feb 2014 10:23:02 Europe/Paris) Last edited by: RĂ©mi Thibert (17 Feb 2014 10:11:24 Europe/Paris) |
| Resource type: Journal Article DOI: 10.1016/j.adolescence.2008.08.007 ID no. (ISBN etc.): 0140-1971 BibTeX citation key: Alfaro2009  |
Categories: General Subcategories: Discriminations à l'école, Discriminations à l'école Keywords: discrimination Creators: Alfaro, Bámaca, Gonzales-Backen, Umaña-Taylor, Zeiders Collection: Journal of Adolescence |
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Views index: 36% Popularity index: 9% |
| URLs http://www.science ... /S0140197108001097 |
| Abstract |
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Guided by the academic resilience perspective, the current longitudinal study examined whether academic motivation mediated the relation between Latino adolescents' (N = 221) experiences with discrimination and their academic success. The potential moderating role of gender was also examined. Using multiple group analysis in structural equation modeling, findings indicated that perceived discrimination at Wave 2 significantly predicted academic motivation at Waves 2 and 3 for boys but not girls. Additionally, for boys, academic motivation significantly mediated the relation between perceived discrimination and academic success. Findings underscore the importance of considering the long-term implications of discrimination for Latino boys' academic success. Furthermore, findings encourage moving beyond the examination of gender differences in specific academic outcomes (e.g., academic success) and focusing on how the processes leading to academic success vary by gender.
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| Notes |
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Ă©tude qui porte sur des enfants latinos (mexicains essentiellement) aux {USA}  le lien entre discrimination et motivation scolaire (academic motivation) est avĂ©rĂ© pour les garçons seulement les garçons sont plus sensibles aux discriminations dont ils sont victimes que les filles et ça a un impact sur leur motivation scolaire. Ceci s'explique par le fait que les pratiques de socialisation sont très genrĂ©es, les filles Ă©taient davantage cantonnĂ©es Ă des activitĂ©s domestiques la motivation scolaire est positivement reliĂ©e au succès scolaires de leur pairs filles ou garçons  la discrimination est indirectement associĂ©e (nĂ©gativement) au succès scolaire des garçons Â
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