Triarchic Model of Minority Children's School Achievement

By Lynn Okagaki. 2001

101 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b6522e5fe785d6ac5511df91c2a3bbc11d24434d

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In Education

Citations in the corpus

Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2020, background): “This can increase how difficult they perceive their academic tasks to be, discourage them from making use of the resources that are available to support them, increase feelings of being an imposter, and decrease their performance (Canning, Lacosse, Kroeper, & Murphy, 2019a, Dittmann, Stephens, & Tow”
How Future Goals Enhance Motivation and Learning in Multicultural Classrooms (2004, background): “But explanations are sought primarily in the lack of cultural congruence between home and school environments (D’Amato, 1993; Jacob and Jordan, 1993; Okagaki, 2001).”
Why Do Parents Become Involved? Research Findings and Implications (2005, background): “With several others (e.g., DelgadoGaitan, 2004; Epstein & Van Voorhis, 2001; Garcia Coll et al., 2000; Lawson, 2003; Okagaki, 2001), we are deeply convinced that schools must respect and respond to family culture and family circumstances in order to access the full power of parental support for stud”
Researching Race Within Educational Psychology Contexts (2014, methodology): “For example, using a race-focused approach, Okagaki (2001) attempted to understand the achievement and underachievement of children of color.”
The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, methodology): “Similar to self-regulation strategies, effort and persistence in learning activities are also prone to socio-cultural influences (Lamb, 2012; Okagaki, 2001).”