The Relation of Self-Perceptions to Achievement among African American Preschoolers

The study examines the relations of self-concept, self-esteem, and racial preference to the academic achievement of African American preschool children. The children were 49 to 63 months of age and enrolled in a Head Start program. Three self-perception measures were obtained for each child, and a m...

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Bibliographic Details
Published in:Journal of black psychology 1999-02, Vol.25 (1), p.48-60
Main Authors: Justice, Elaine M., Lindsey, Larry L., Morrow, Suzanne F.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic success
African American Children
African Americans
Black American people
Black people
Black Students
Children & youth
Classrooms
Preschool Children
Preschool Education
Project Head Start
Psychology
Race
Racial Identification
Relationship
Self Concept
Self Esteem
Self image
Selfperception
U.S.A
USA
Virginia
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Summary:The study examines the relations of self-concept, self-esteem, and racial preference to the academic achievement of African American preschool children. The children were 49 to 63 months of age and enrolled in a Head Start program. Three self-perception measures were obtained for each child, and a measure of academic achievement was obtained yielding 2 scores: a Knowledge Cluster Score and a Skills Cluster Score. Regression analyses indicated that academic self-esteem accounted for a significant amount of the variance in both the Knowledge and Skills Cluster Scores of the children. Racial attitude was also a significant predictor of Knowledge Cluster scores, and self-concept predicted Skills Cluster scores; however, these measures accounted for less variance in achievement than did academic self-esteem. Findings suggest that the development of academic self-esteem is important for the school achievement of minority children.
ISSN:0095-7984
1552-4558
DOI:10.1177/0095798499025001004