Connell J P, Spencer M B, Aber J L
Public/Private Ventures, Philadelphia, PA 19106.
Child Dev. 1994 Apr;65(2 Spec No):493-506.
This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10- to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self, and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.
本研究检验了一种人类动机模型的实证效度，该模型适用于10至16岁非裔美国青少年的3个独立样本在学业上的成败情况。具体而言，我们采用3种不同的测量策略，评估了背景、自我和行动指标如何与3个不同样本中学校风险和适应结果的测量指标相关。对这3个数据集进行的相关分析和路径分析支持了该模型的实证效度。非裔美国青少年对父母参与学校事务的体验预测了自我系统过程的一个综合指标，而这一综合指标反过来又预测了受试者对其在学校参与度的报告。参与度进而预测了学业成绩和适应情况。数据支持了从行动到背景的反向路径，这表明在学校表现出更多行为和情绪不满模式的青少年，相比那些报告行动参与度更高模式的青少年，从家庭获得的支持更少。文中还讨论了对项目和政策决策的启示。
