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Gender differences in how help-seeking attitudes mediate the effect of academic competence on Latino youth's academic help-seeking
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Gender differences in how help-seeking attitudes mediate the effect of academic competence on Latino youth's academic help-seeking
Identifier
ETD_2852
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000056777
Language
LanguageTerm
(authority = ISO639-2);
(type = code)
eng
Genre
(authority = marcgt)
theses
Subject
(ID = SBJ-1);
(authority = RUETD)
Topic
Psychology
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Prediction of scholastic success
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Help-seeking behavior--United States
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Hispanic American students--Attitudes
Subject
(ID = SBJ-5);
(authority = ETD-LCSH)
Topic
Sex differences in education--United States
Abstract
(type = abstract)
Research has shown that perceived competence (academic and social), academic motivation and relationships with individuals in the school environment are important predictors of students’ academic help-seeking behavior. Few studies have examined help-seeking attitudes as a mediator of these relationships and even fewer studies have examined gender as a moderator of these relationships among Latino youth. This study investigated whether perceiving the benefits of help-seeking mediated the relationships between perceived competence, intrinsic motivation, and sense of school belonging and help-seeking behaviors. Data came from 284 9th grade students (141 girls; 91% Latino/a) who participated in a larger, study designed to evaluate a program to promote adaptive transitions to an urban high school. The current study combined program and control groups because there was no difference between groups in the variables examined. Structural Equation Modeling (SEM) was used to examine whether high levels of perceived competence (academic and social), sense of school belonging and intrinsic motivation would predict high levels of help-seeking and whether these relationships would be mediated by the perceived benefits of help-seeking. In addition, gender was analyzed as a moderator using multiple group SEM. Results showed that the more academically competent girls felt, the more likely they were to think help-seeking would be beneficial, and the more likely they were to, in turn, seek help. Although boys who felt academically competent were also more likely to think help-seeking would be beneficial, that was not related to their help-seeking. School belonging positively predicted students’ degree of help-seeking, but no evidence was found to suggest that perceived benefits of help-seeking mediated its direct effects on students’ degree of help-seeking. The final model explained 46% of the variance in help-seeking for girls, but only 3% for boys. The findings suggest that for girls, perceived benefits of help-seeking and perceived academic competence are viable targets for school-based interventions that aim to increase help-seeking. For boys targeting these variables with school-based interventions may not yield significant changes in help-seeking. For both genders, sense of school belonging is an important predictor of help-seeking and may also be targeted by interventions that intend to increase help-seeking.
PhysicalDescription
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electronic resource
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vii, 89 p. : ill.
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application/pdf
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text/xml
Note
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M.S.
Note
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Includes bibliographical references
Note
(type = statement of responsibility)
by Patricia Simon
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Simon
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Patricia
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1985-
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author
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Patricia Simon
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Bry
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Brenna H
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chair
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Advisory Committee
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Brenna H Bry
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Mun
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Eun-Young
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internal member
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Advisory Committee
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Eun-Young Mun
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Karlin
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Robert A
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Advisory Committee
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Robert A Karlin
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Johnson
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Valerie
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internal member
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Advisory Committee
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Valerie Johnson
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NamePart
Rutgers University
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degree grantor
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Graduate School - New Brunswick
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school
OriginInfo
DateCreated
(qualifier = exact)
2010
DateOther
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2010-10
Place
PlaceTerm
(type = code)
xx
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
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(type = host)
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Title
Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3251HX4
Genre
(authority = ExL-Esploro)
ETD graduate
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Rights
RightsDeclaration
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(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder
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(type = personal)
Name
FamilyName
Simon
GivenName
Patricia
Role
Copyright Holder
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(ID = RE-1);
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Type
Permission or license
DateTime
2010-09-08 17:06:25
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Name
Patricia Simon
Affiliation
Rutgers University. Graduate School - New Brunswick
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Technical
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ETD
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application/pdf
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application/x-tar
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522240
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