Hispanic Students' Perception of White Teachers' Mastery Goal Orientation Influences Sense of School Belonging

This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teache...

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Bibliographic Details
Published in:Journal of Latinos and education 2007-01, Vol.6 (1), p.55-70
Main Authors: Stevens, Tara, Hamman, Doug, Olivarez, Arturo
Format: Article
Language:English
Subjects:
Academic Achievement
Attitudes
Evaluation Criteria
Goal Orientation
Grade 5
Grade 6
Hispanic American Students
Hispanic Americans
Hispanics
mastery goal orientation
Mastery Learning
Minority students
Perceptions
school belonging
Structural Equation Models
Student Attitudes
Teachers
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Summary:This study postulated a structural model to investigate the degree of influence that White middle-level teachers who employ mastery goal orientation and academic pressure may have on Hispanic students' sense of school belongingness. Participants were 434 5th and 6th grade students and 21 teachers. Initial proposed model estimates fit the data adequately when employing certain fit criteria (Comparative Fix Index = .92, standardized root mean squared residual = .09). Findings indicated that students' reported feelings of school belonging were positively influenced by White teachers who promoted mastery goal orientation and academic pressure within their classrooms. School belonging, in turn, influenced students' mastery goal orientation.
ISSN:1534-8431
1532-771X
DOI:10.1080/15348430709336677