Self-Efficacy transcends cultures and is significant in influencing academic intrinsic motivation and academic performance. Alivernini, & Lucidi (2011) conducted a longitudinal study of 426 high school students in Italy. The intention of this study was to identify the correlation between a students self determination and the likelihood of dropping out. Data was collected at term intervals. This study identified that not only did motivational factors contribute to academic achievement, the trajectory of graduation and not dropping out was promising.
In Song’s research, a mere 4% were African American, I sought to understand racial identity and culture and its correlation to intrinsic motivation. Although there are copious amounts of literature and research restating the underachievement of African American males, few report positive traits or outcomes. Butler-Barnes et al. identified in a study of 158 adolescent Black males, that two cultural-based attributes impacted motivation and grades: religion and racial pride. In this study, interviews were conducted and questionnaires were filled out using a 1-5 scale. Measured were beliefs regarding educational utility, racial pride, religiosity, and grade performance. It was discovered that if Black males did not see the opportunity of advancement for people of color or like themselves they would, ‘disconnect their personal identity from the educational domain, including devaluing the personal relevance of education and schooling” p2. However, students who had had strong sense of self and pride in their race as well as those who attended church regularly as adolescence saw more value in an education and were motivated to get better grades. There was a positive link between racial pride, religious beliefs, perceived value of an education and motivation to obtain good grades. Their culture had a positive bearing.
In the Journal of Research on Adolescence, Byrd & Chavous published, Racial Identity, School Racial Climate, and School Intrinsic Motivation Among African American Youth: The Importance of Person–Context Congruence . In their research, two things were considered. First the students racial identity and second how effectively that race was welcomed into an environment. This was referred to as Racial- Identity Context Congruent. This is to further understand the correlation between racial identity and academic outcomes. Methods were conducted as a longitudinal study of 359 African Americans students, of whom 53% were male. Measures were obtained by asking the student questions and collecting answers on a scale from lesser to greater. Racial Identity was measure with 3 components: Centrality, which asked participants how important their race was to them, Private, which asked to what degree students experienced pride and celebration of their culture and Public, which asked how they felt their race was accepted by others. Other measurements included social climate, and a sense of belonging.
Byrd & Chavous conclude, the environment and climate of where the students were rather than from, increased their academic engagement. Therefore, to enhance the racial climate, that being with clubs, groups which support a students racial identity will also increase sustained engagement and fuel intrinsic motivation. This research did not identify the type of learner nor self-efficacy. It did however, suggest that the school climate played a role in promoting intrinsic motivation among African American youth.
In recognizing that much of the previous studies have focused on African American youth O’Neel & Fuligni (2011), addressed other various ethnic groups: Asian, Caribbean, Russian and European Americans and the negative impact ethnicity can have on a students academic progress. Research has been widely void of content including Immigrants. And how the stigma associated with being a member of these groups can lead to anxiety. Stigma awareness can lead to anxiety and lower level of intrinsic motivation First it must be understood that young children learn through observation and become aware of stereotypes. They see it in literature, they experience discrimination in schools. Because children spend a lot of time in school, this is the domain in which they associate these feelings. Thus, two academic consequences were explored: academic anxiety and intrinsic motivation. Several areas of data were measure which included: Ethnic Identity, School Belonging, Intrinsic Motivation, Academic Anxiety, and Stigma Awareness. Coping mechanisms are considered and typically expressed with disengagement or placing more effort on overcoming the barriers than focusing on instruction. In either case, this reality lowers intrinsic motivation. This is why it is important to create an culture of belonging in the classroom and a safe and secure school climate. Although, its impact on stigma awareness is unclear, school belonging can reduce anxiety.
The significance here is that I am currently teaching at a public school in a large urban district-a school which is very diverse. Greater than 50% are Latino, approximately 12% are Asian, 30% African American and less than 10% European American. Our student population speaks a combined total of 27 different languages, some whom are refugees. Academic intrinsic motivation could fuel graduation rates beyond the current 38%. After working closely with some of our students, I am convinced that it is not a lack of ability as much as a lack of self efficacy and motivation. Self-efficacy can be encouraged and in turn promote academic intrinsic motivation. This will sustain engagement and promote career and college readiness among our students. Toward the semesters end, I facilitated a student’s graduation from high school. We had met 2 months prior and she had a GPA of 0.8 (on a 0-4.0 scale). It was after hours of organizational skills, prioritizing the copious amounts of work, that she found that grit. I have another student, who has the intellectual capacity of high standards. She is 16 years old and at risk of repeating 9th grade twice. She is taking classes this summer to earn enough credits to become a Sophomore in Fall. 11 of the 12 seniors in our program graduated. The majority with GPA’s of less than 2.0. Of those 11, 5 required intense 1:1 interventions. 4 applied to colleges, where only 3 were accepted into an institution of higher learning. The students included here are bright with no intellectual barriers. Low self-efficacy negatively impacted the potential of transitioning to higher education. Self-efficacy refers to a person’s belief in his or her own effectiveness or confidence in his or her ability to perform an academic task successfully (Lent & Brown, 1986)