The Influences of Level of Parental Education, Performance-Avoidance Goals, and Knowledge About Learning on Hispanics’ SAT Scores
This study uncovers which learning
(epistemic belief of learning), socioeconomic background (level of
parental education,
family income) or social-personality factors
(performance-avoidance goals, test anxiety) mitigate the ethnic gap in
SAT (Scholastic
Assessment Test) scores. Measures assessing
achievement motivation, test anxiety, socioeconomic family background,
and epistemic
belief of learning were administered to 143
European American and 62 Hispanic students.
The study concluded that the
measures
of epistemic belief of learning,
performance-avoidance goals, and level of parental education each had a
unique influence
on combined SAT (SAT-V + SAT-M), SAT-V (verbal
SAT), and SAT-M (math SAT) scores. Indeed, the statistical removal of
these
influences resulted in the elimination of 55% to
75% of the effect attributed to ethnic differences in SAT performance. Taken as a whole, these results
suggest that
multiple factors influence ethnic differences in
SAT performance.
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