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The relationship between stress, aca...

Ayers, Teresa Horne.

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The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth./
Author:	Ayers, Teresa Horne.
Description:	69 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1343.
Contained By:	Dissertation Abstracts International71-04A.
Subject:	African American Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3397529
ISBN:	9781109694611

The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth.
Ayers, Teresa Horne.

The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth. - 69 p.

Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1343.

Thesis (Ed.D.)--Fielding Graduate University, 2010.

The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students living in the same urban community. The Georgia Criterion Reference Competency Test (CRCT) and the Coping Resources Inventory Scales for Educational Enhancement (CRISEE) were used to measure achievement and coping resources. Reading and mathematics scores were collected from the spring 2007 administration of the CRCT. The coping resources and stress scores were calculated from the responses to the CRISEE. These 6 scores were used to determine if there is a relationship between family support and academic confidence and achievement. Regression analyses found significant equations for both reading and mathematics. Family support and academic confidence explained 24% of the variance of reading achievement and family support and behavior control explained 43% of mathematics achievement.

ISBN: 9781109694611Subjects--Topical Terms:

1669123
African American Studies.

The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth.
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100 1 $a Ayers, Teresa Horne. $3 1671964
245 1 4 $a The relationship between stress, academic confidence, parental involvement, and academic achievement in African American urban youth.
300 $a 69 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-04, Section: A, page: 1343.
500 $a Advisers: Lee Mahon; Burton Cohen.
502 $a Thesis (Ed.D.)--Fielding Graduate University, 2010.
520 $a The purpose of this study was to examine the relationship between stress, coping resources, and academic achievement in fourth-grade urban youth. The intent was to examine if students' perceptions of their stress and coping resources could predict reading and math achievement. The data were collected from 24 low-income African American students living in the same urban community. The Georgia Criterion Reference Competency Test (CRCT) and the Coping Resources Inventory Scales for Educational Enhancement (CRISEE) were used to measure achievement and coping resources. Reading and mathematics scores were collected from the spring 2007 administration of the CRCT. The coping resources and stress scores were calculated from the responses to the CRISEE. These 6 scores were used to determine if there is a relationship between family support and academic confidence and achievement. Regression analyses found significant equations for both reading and mathematics. Family support and academic confidence explained 24% of the variance of reading achievement and family support and behavior control explained 43% of mathematics achievement.
520 $a Key Words: African American, parental involvement, academic confidence, academic achievement, stress, youth, urban, poverty, effective school movement, school, home.
590 $a School code: 1503.
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0296
690 $a 0325
690 $a 0524
690 $a 0727
710 2 $a Fielding Graduate University. $b The School of Educational Leadership and Change. $3 1670997
773 0 $t Dissertation Abstracts International $g 71-04A.
790 1 0 $a Mahon, Lee, $e advisor
790 1 0 $a Cohen, Burton, $e advisor
790 1 0 $a Harris, Normal $e committee member
790 1 0 $a Pacheco, Betty $e committee member
790 $a 1503
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3397529