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Relationships between academic identity and academic achievement in low-income urban adolescents

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TitleInfo
Title
Relationships between academic identity and academic achievement in low-income urban adolescents
Name (type = personal)
NamePart (type = family)
DeCandia
NamePart (type = given)
Gabriela M.
NamePart (type = date)
1988-
DisplayForm
Gabriela DeCandia
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Schneider
NamePart (type = given)
Kenneth
DisplayForm
Kenneth Schneider
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Ragusa
NamePart (type = given)
Elena
DisplayForm
Elena Ragusa
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-10
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2014
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The purpose of this study was to investigate the relationship between academic identity and academic achievement of low-income urban adolescents. Academic identity was defined by the constructs of future orientation, self-efficacy, confidence in academic abilities, and grit; academic achievement was defined by high school grade point average (GPA). The literature review covered research in the areas of identity formation, achievement motivation, and precollege programs. This study utilized data collected from high school students from low-income, urban backgrounds participating in a precollege program. Data from 257 participants were analyzed to answer the following research questions: (1) Does a relationship exist between academic achievement and any of the four academic identity variables? (2) In the case of a rejected null hypothesis, what is the unique contribution of each significant variable towards academic achievement? Results of a multiple regression analysis revealed a small statistically significant relationship between academic identity and academic achievement. No statistically significant unique contributions were detected from any of the four identity variables in isolation. While a small statistically significant relationship between academic identity and academic achievement was found, overall this study offered limited evidence to support the value of assessing academic identity to predict academic achievement in high school students. However, this study uncovered some important insights about the process of researching and evaluating precollege programs. In addition, through its limitations this study pointed out several improvements that can be made to future research on variables associated with academic achievement in high school students.
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Title
Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
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ETD_5553
Identifier (type = doi)
doi:10.7282/T31J986B
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vi, 79 p. : ill.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Gabriela M. DeCandia
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Low-income high school students
Subject (authority = ETD-LCSH)
Topic
Academic achievement--United States
Location
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NjNbRU
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
DeCandia
GivenName
Gabriela
MiddleName
M.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-04-19 09:40:35
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Name
Gabriela DeCandia
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
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Type
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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.
RightsEvent
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-10-31
DateTime (encoding = w3cdtf); (qualifier = exact); (point = end)
2015-10-31
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after October 31st, 2015.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
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