The Children of Immigrants’ Academic Self-Efficacy: The Significance of Gender, Race, Ethnicity, and Segmented Assimilation

Academic self-efficacy reflects an adolescent’s level of confidence or belief that she or he can successfully accomplish educational assignments and tasks, which are also argued to be a fundamental factor in educational progress and success. Little is known, however, about the academic self-efficacy that the children of immigrants have, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S. public schools. Segmented assimilation theory guides this study’s understanding of the children of immigrants’ academic self-efficacy. Analyses, which draw from the Educational Longitudinal Study of 2002 and multilevel analyses, indeed reveal imperative findings. Most notably, the association between academic self-efficacy and assimilation is moderated by gender, race, and ethnicity. This article also discusses the importance of understanding the schooling of the children of immigrants in the educational system.

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The Children of Immigrants’ Bonding to School: Examining the Roles of Assimilation, Gender, Race, Ethnicity, and Social Bonds

Urban Education ◽

10.1177/0042085916628609 ◽

2016 ◽

Vol 54 (4) ◽

pp. 592-622 ◽

Cited By ~ 3

Author(s):

Jennifer M. Bondy ◽

Anthony A. Peguero ◽

Brent E. Johnson

Keyword(s):

Public Schools ◽

Longitudinal Study ◽

Social Bonds ◽

Children Of Immigrants ◽

Segmented Assimilation ◽

Immigrant Generation ◽

Straight Line ◽

School Bonds ◽

Race Ethnicity ◽

Immigrant Optimism

Social bonds to school (i.e., attachment, commitment, involvement, and belief) can influence educational progress and success for students; however, the children of immigrants’ bonding to school remain unclear. This study utilizes data from the Education Longitudinal Study of 2002 and incorporates multilevel analysis to examine straight-line assimilation, segmented assimilation, and immigrant optimism theories in relationship to the children of immigrants’ school bonds. Findings suggest that bonds to school are moderated by gender, race, ethnicity, and immigrant generation. The implications of the evident disparities in the children of immigrants’ bonds to U.S. public schools are discussed more broadly.

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Academic Self-Efficacy of High Achieving Students in Mexico

Journal of Curriculum and Teaching ◽

10.5430/jct.v6n2p84 ◽

2017 ◽

Vol 6 (2) ◽

pp. 84 ◽

Cited By ~ 1

Author(s):

Ana Karen Camelo-Lavadores ◽

Pedro Sánchez-Escobedo ◽

Jesus Pinto-Sosa

Keyword(s):

Public Schools ◽

Self Efficacy ◽

Spanish Language ◽

Education Practice ◽

High Achieving Students ◽

Private And Public ◽

High Achieving ◽

Academic Self Efficacy

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high schoolstudents. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, highachieving students showed significantly higher academic self-efficacy that their peers. However, interesting genderdifferences were found. Whereas men had higher self-efficacy feelings towards Math, Sciences and English as asecond language; women showed higher self-efficacy in Spanish language. Likewise, private school’s studentsshowed feelings of academic self-efficacy. Implications of findings for education practice and research are discussed.

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Emotional Self-Regulation as a Predictor of Self-Esteem and Academic Self-Efficacy of Children With Visual Impairment

Global Journal of Health Science ◽

10.5539/gjhs.v11n8p29 ◽

2019 ◽

Vol 11 (8) ◽

pp. 29

Author(s):

Liziana N. Onuigbo ◽

Joy I. Anyanwu ◽

Ebere D. Adimora ◽

Immaculata N. Akaneme ◽

Theresa O. Oforka ◽

...

Keyword(s):

Public Schools ◽

Visual Impairment ◽

Self Efficacy ◽

Emotional Regulation ◽

Linear Regression Analysis ◽

Self Regulation ◽

Self Esteem ◽

Educational Background ◽

Predictive Capacity ◽

Academic Self Efficacy

BACKGROUND/OBJECTIVE: Research on the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment is limited. The present study investigated the predictive capacity of emotional self-regulation on self-esteem and academic self-efficacy among children with visual impairment in South-east Nigeria. METHOD: A predictive correlational research design was adopted for the study. The participants were 186 students with visual impairment in public schools in the study area. The data was obtained using the Emotional Regulation Questionnaire (ERQ), Rosenberg Self-Esteem Scale (RSES), and Academic Self-Efficacy Scale (ASES). We applied multiple stepwise linear regression analysis for data analysis. RESULTS: Results show that ERQ reappraisal and ERQ suppression are independent predictors of RSES. The ESRQ combined scores significantly predicted RSES. The standardized coefficient for the predictive capacity of the ERQ on RSES was -.464 (p=.000). The ERQ total score in collaboration with gender also predicted RSES. The ERQ reappraisal alone was a significant predictor of ASES, but ERQ suppression alone was not. The ERQ combined score did not significantly predict ASES. The standardized coefficient for the predictive capacity of the ERQ total score on ASES was -.108 (p=.164). The ERQ total score together with age significantly predicted ASES. But ERQ total score with parent’s educational background did not significantly predict ASES. CONCLUSION: Emotional self-regulation reappraisal and Emotional Self-regulation suppression as independent predictors consequently interact to lower the self-esteem and self-efficacy of children with visual impairment. It is pertinent to focus on and teach emotional self-regulation of students with visual impairment so as to boost their self-esteem and academic self-efficacy. This will help to reduce low self-esteem among the students with visual impairment and will also help to eliminate the negative emotional thoughts concomitant with disability.

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Mediating Effect of It Tools Usage on the Relationship Between Academic Self-efficacy, Learning Attitude and Academic Performance

Review of Applied Management and Social Sciences ◽

10.47067/ramss.v3i3.72 ◽

2020 ◽

Vol 3 (3) ◽

pp. 377-389

Author(s):

Nargis Abbas ◽

Uzma Ashiq ◽

Ayesha Abbas

Keyword(s):

Information Technology ◽

Academic Performance ◽

Public Schools ◽

Self Efficacy ◽

Mediating Effect ◽

Survey Method ◽

Learning Attitude ◽

It Usage ◽

The Relationship ◽

Academic Self Efficacy

Information technology has a powerful impact on our daily doings in all walks of life. Particularly in educational settings, the pyramid of learning attitude has been altered by the usage of technological tools in learning process and thus the performance of the students. However, comprehensive integration of information technology tools to enhance the learning is a deemed necessity of information age where adolescents are seemed as digital natives. Therefore, this study focused on measuring the mediating effect of information technology usage on the relationship of Academic efficacy &learning attitude and academic performance of the students in secondary schools. Multi stage sampling technique was used; 10% of secondary public schools were randomly selected from four randomly selected Tehsils of Sargodha as sample; at second stage, 20% of the 10th graders were selected from each school through stratified random sampling. Data was collected through questionnaire by using quantitative survey method. Path analysis was applied to study the mediating effect of IT usage on the relationship between academic self-efficacy and academic performance. Findings revealed that academic self-efficacy exert significant positive in direct effect on the academic performance mediated through IT usage. Similarly, academic attitude also found to have significant direct and indirect effect on the academic performance. Therefore, it is suggested that teachers should integrate the technology embedded activities in their teaching.

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Social Bonds Across Immigrant Generations

Youth & Society ◽

10.1177/0044118x14560335 ◽

2014 ◽

Vol 49 (6) ◽

pp. 733-754 ◽

Cited By ~ 3

Author(s):

Anthony A. Peguero ◽

Jennifer M. Bondy ◽

Jun Sung Hong

Keyword(s):

Public Schools ◽

Longitudinal Study ◽

Social Bonds ◽

Children Of Immigrants ◽

Segmented Assimilation ◽

School Bonding ◽

School Bond ◽

Nationally Representative ◽

Racial Ethnic ◽

Immigrant Generations

The focus of this study is to investigate school bonding among adolescents in immigrant families using a segmented assimilation theoretical framework. Data are drawn from the Educational Longitudinal Study of 2002, a nationally representative sample of 10th graders. We focus on a subsample consisting of 9,870 first- ( N = 1,170, 12 %), second- ( N = 1,540, 16 %), and third-plus-generation ( N = 7,160, 73%) students in 580 public schools. Our findings suggest that adolescents’ school bond seems to diminish or “decline” as the children of immigrants assimilate. Implications for research on racial/ethnic and immigrant generational disparities in adolescent social bonds to school are also discussed.

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