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Educational expectations, social normative expectations, and grit in an urban middle school
Descriptive
TitleInfo
Title
Educational expectations, social normative expectations, and grit in an urban middle school
Name
(type = personal)
NamePart
(type = family)
Verdesco
NamePart
(type = given)
Arielle Lynn
NamePart
(type = date)
1990-
DisplayForm
Arielle Lynn Verdesco
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice
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Maurice Elias
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Reddy
NamePart
(type = given)
Linda
DisplayForm
Linda Reddy
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
co-chair
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)
2016
DateOther
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(type = degree)
2016-10
CopyrightDate
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2016
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
In urban, underfunded school districts, risk factors are present that impact the opportunities available for students to learn and succeed academically. It is imperative to explore factors associated with educational attainment in an effort to influence program development and ultimately reduce the achievement gap by creating opportunities for all students to succeed. Previous research has identified student expectations as a major predictor associated with higher levels of educational attainment. This study sought to develop a better understanding of the relationship between students' personal expectations and social normative expectations, which are social and peer norms about educational success that are embedded within a particular school system. In looking at this relationship, end-of-year English and Math grades and levels of grit, one's perseverance and passion for long-term goals, were considered as relevant factors. The predominantly Latino (90.82%) sample, N = 1,166, included 6th through 8th grade students from an urban middle school in New Jersey. Results of this study reveal that students with high personal expectations received significantly higher grades in Language Arts (F (1, 1164) = 83.237, p < .001) and Mathematics (F (1, 1164) = 122.638, p < .001) than students with low personal expectations. A matrix was developed to demonstrate the interaction between personal and social normative expectations. Despite the risk factors evident in this population, the majority of students (55.31%) rated themselves as having high personal expectations and high social normative expectations. Additionally, students who rated themselves as having high personal and social normative expectations tended to have higher levels of grit (F(1, 1162) = 4.05, p < .05). Several explanations have been provided to understand students' positive ratings, including the possible impact of a positive school climate program. Limitations regarding the current sample and the measures are addressed. Finally, implications for practice are discussed to enhance school psychologists' understanding of these factors and promote evidence-based school-wide programming which will positively impact student achievement.
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Education, Urban
Subject
(authority = ETD-LCSH)
Topic
Middle schools
Subject
(authority = ETD-LCSH)
Topic
Educational attainment
Subject
(authority = ETD-LCSH)
Topic
Expectation (Psychology)
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_7488
PhysicalDescription
Form
(authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 53 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Arielle Lynn Verdesco
RelatedItem
(type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3WM1GQZ
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Verdesco
GivenName
Arielle
MiddleName
Lynn
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2016-08-16 18:20:03
AssociatedEntity
Name
Arielle Verdesco
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
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.
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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1.4
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DateCreated
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2016-08-16T22:14:51
DateCreated
(point = end);
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2016-08-16T22:14:51
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