Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Nibaldo Galleguillos
Committee Member
Barbara Packer
Abstract
The major purpose of this applied dissertation was to address the issue of minority students with limited English proficiency not meeting the educational standards necessary to graduate from high school within 4years of entry. The relationship of achievement with self-determination is described in this report. The theoretical base for this study centered on the work of R. M. Ryan and E. L. Deci (2000) in the areas of motivation and self-determination, the self-determination theory. Moreover, the social cognitive career theory (R. Lent, S. W. Brown, & G. Hackett, 1996) provided a strong theoretical base in the areas of career and academic interest, career choice process, and performance.
Using a quasi-experimental 1-group pretest and posttest design, a questionnaire, Patterns of Adaptive Learning Scales measured self-efficacy in the 3 areas of personal achievement goal orientations; academic related perceptions, beliefs, and strategies; and perceptions of parents, home life, and neighborhood (C. Midgley et al., 2000). Focus groups were administered surveys and interviews to assess school climate, commitment, expectations, effectiveness and empowerment, and curriculum. Student educational involvement reports were used to describe academic and social growth and attendance rates.
Findings revealed significant difference in all 3 areas of self-efficacy. Of 41 students, 31 accomplished the standards needed to graduate within 4 years of high school entry. Information from descriptive reports supported the expected outcome.