Prediction of Achievement Behaviors from Self Evaluations in Four Academic Skill Areas Among More and Less Traditional Black Students.

Abstract

Colleges and universities are admitting more non-traditional students--minorities, academic underachievers, older adults, and mature women. More research is necessary to better underst and and assist these new students. While literature indicates the particular importance of academic self concept, no study was found that examines how reading, writing, note-taking and time management self evaluations predict achievement behavior. This study tested (1) how such academic skill self evaluations predict academic effort, college grades and educational ambition of black students and (2) whether such predictions differ among those with more or less traditional background, educational, motivational and role-related characteristics. Data were collected from a sample of 171 black community college students. Multiple regression analysis revealed that the four academic skill self evaluations significantly predicted effort, college grades and educational ambition. Self evaluation of time management skill was the most powerful predictor of academic effort, writing skill self evaluation predicted college grades best and note-taking skill self rating was most closely linked to educational ambition. Tests using an elaboration model found that the effects of academic skill self evaluations on achievement behavior depended on several characteristics that distinguish more and less traditional black students. Findings generally showed that academic skill self evaluations predict achievement strivings better for those with traditional characteristics (i.e. younger, without children, not working, high performance expectancy, positive achievement motives, college satisfaction and high expectations of significant others). In contrast, effort and grades among black students with less traditional characteristics may be hindered by special barriers which reduce the role of academic skill self evaluations. However, educational ambition depends more on academic self evaluation if students perceive low teacher expectancy, come from ghetto schools and low SES families. While motive to succeed appears to operate as an antecedent of academic skill self evaluations, fear of failure seems to intervene between such self evaluations and academic effort. Major findings were discussed in light of related literature and implications for future research, learning skill development and counseling.