Ethnic-minority children report higher intrinsic motivation than European-American children despite higher stigma awareness¶

Claim · All claims
Evidence · 1 study · associational r1 · q3 · i2 medium
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 African-American, Chinese, Dominican, and Russian children all reported higher intrinsic motivation than European-American children. → Gillen-O’Neel 2011

Evidence¶

Gillen-O’Neel 2011¶

Gillen-O’Neel, C., Ruble, D. N., & Fuligni, A. J. (2011). Ethnic Stigma, Academic Anxiety, and Intrinsic Motivation in Middle Childhood. Child Development. https://doi.org/10.1111/j.1467-8624.2011.01621.x

q3 · i2 · associational · r1

Between-subjects ANOVA on intrinsic motivation. The study found "African-American, Chinese, Dominican, and Russian children all reported higher intrinsic motivation than did European-American children, F(4,389) = 9.06, p < .001, η2 = .08".

"For intrinsic motivation, African-American, Chinese, Dominican, and Russian children all reported higher intrinsic motivation than did European-American children, F(4,389) = 9.06, p < .001, η2 = .08."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Dominican children report higher school belonging than all other ethnic groups, and all ethnic-minority groups report higher centrality than European Americans — related
• Ethnic-minority elementary-age children report higher awareness of ethnicity-based stigma than European-American children — related
• School belonging mediates the higher intrinsic motivation of Dominican children relative to European-American peers — a narrower finding that bears on this claim
• Stigma awareness is associated with higher academic anxiety and lower intrinsic motivation among elementary-age children — related
• School belonging and centrality are associated with higher intrinsic motivation, but neither buffers the associations between stigma awareness and academic attitudes — related
• Perceived group status mediates the ethnic differences in academic anxiety for African-American, Chinese, and Dominican children but not Russians — related
• The attitude-achievement paradox: disadvantaged minority youth may show low achievement despite high motivation to achieve upward mobility through schooling — related