Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program

Authors

Kate Niehaus, University of LouisvilleFollow
Kathleen Moritz Rudasill, University of Nebraska-LincolnFollow
Jill L. Adelson, University of LouisvilleFollow

Document Type

Article

Date of this Version

2012

Citation

Published in Hispanic Journal of Behavioral Sciences 34:1 (2012), p. 118–136; doi: 10.1177/0739986311424275

Comments

Copyright © 2012 Kate Niehaus, Kathleen Moritz Rudasill, and Jill L. Adelson; published by SAGE Publications. Used by permission.

Abstract

This longitudinal study examined how academic self-efficacy, intrinsic motivation, and participation in an after-school program contributed to the academic achievement of Latino middle school students over the course of one school year. Participants were 47 Latino students in sixth through eighth grades who attended two public middle schools in which an after-school program was held that was specifically for Latino students. Results from ordinary least squares regression revealed that intrinsic motivation was positively associated with students GPAs, self-efficacy was a positive predictor of students’ school attendance and standardized math achievement scores, and attendance at the after-school program also contributed positively to students’ math achievement. Results from multilevel growth modeling showed that students’ self-efficacy and intrinsic motivation remained stable across the school year and were not related to students’ degree of participation in the after-school program. Several avenues for future research within the Latino student population are discussed.