Sociocultural differences in students' cognitions and feelings about school learning and achievement

Using the theoretical framework of Maehr and his colleagues, an attempt was made to determine if the sociocultural background, age, and self-perceived academic achievement of secondary school students make a difference in their cognitions and feelings and also their perceived parental cognitions and feelings about school learning and achievement. Sociocultural background was defined in terms of the ethnicity, gender, and SES of the students.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Leung, Jupian Jupchung

Contributors dc:contributor

• Maehr, Martin L.

• Education, Educational Psychology

Statement dc:rights

• Copyright 1991 Leung, Jupian Jupchung

Language dc:language

eng

Identifier

AAI9136658
(UMI)AAI9136658

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/22090