Academic achievement is moderately correlated with academic self-concept in African American middle school youth¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i3 large
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Study 1, academic achievement was moderately correlated with academic self-concept, r(237) = .40, p < .01. → Okeke 2009

Evidence¶

Okeke 2009¶

Okeke, N. A., Howard, L. C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. Journal of Black Psychology, 35(3), 366–387. https://doi.org/10.1177/0095798409333615

q3 · i3 · associational · r2

Correlational analysis of Study 1 descriptive data (N = 237) before main analyses. The article prints the correlation r = .40 (p < .01) between EOG math and reading percentile scores and academic self-concept.

"As would be anticipated, academic achievement was moderately correlated with academic self-concept, r(237) = .40, p < .01."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Among African American eighth graders high in racial centrality, stronger endorsement of the traditional academic race stereotype is associated with lower academic self-concept, controlling achievement and demographics (Study 1) — related
• African American middle school students on average endorse the traditional academic race stereotype while reporting high academic self-concept — related
• In an independent seventh-grade sample, stereotype endorsement predicted lower academic self-concept at average and high racial centrality but not at low centrality (Study 2 replication) — related
• The attitude-achievement paradox: disadvantaged minority youth may show low achievement despite high motivation to achieve upward mobility through schooling — related