03134cam a22003972u 4500001000800000005001700008007001400025008004100039035002000080037001900100040003200119091000800151100001900159245012900178260006700307300001000374500014500384520153500529533008102064650003302145650003302178650003202211650003502243650002802278650002702306650003102333650002802364650003102392650002502423653006002448655003002508655003602538700004202574856007802616984004202694561776120130206150355.0he u||024||||080220s1998 xxu ||| bt ||| | eng d 9(ericd)ED419851 aED419851bERIC aericdbengcericddMvIdANL amfm1 aHinkley, John.10aFacilitating Conditions and Academic Achievement in a Cultural Contexth[microform] /cJohn Hinkley and Dennis M. McInerney. a[Washington D.C.] :bDistributed by ERIC Clearinghouse,c1998. a25 p. aERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).5ericd aIndigenous minority children within many multiracial communities appear to suffer educational disadvantage reflected through poor school retention and school achievement. As part of an on-going research program aimed at understanding students' motivation and school achievement this paper examines the relations and effects of parental and teacher influences on student motivation for Navajo students' attending a large Navajo high school. The paper reports the relative influence of students' perceptions of support and value of school, together with the impact of sex and language spoken at home, for their academic performance. Confirmatory factor analysis is used to confirm the appropriateness of the Facilitating Conditions Questionnaire for the participants. Regression is used to describe the relations of the six dimensions drawn from the Facilitating Conditions Questionnaire for academic performance. Analysis of covariance is used to describe the impact of sex and language spoken at home for these same dimensions. The confirmatory factor analysis confirmed that the six dimensions drawn from the Facilitating Conditions Questionnaire were appropriate for these participants. The regression results demonstrated that these dimensions are effective in accounting for variation in academic performance. With an alpha level of 0.05 there were significant main effects for sex on three dimensions. The results are examined in light of theory and extant literature. (Contains 5 tables, 4 figures, and 38 references.) (SLD) aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.17aAcademic Achievement.2ericd17aCultural Differences.2ericd07aDisadvantaged Youth.2ericd17aIndigenous Populations.2ericd07aMinority Groups.2ericd17aNavajo (Nation)2ericd07aRacial Differences.2ericd07aSex Differences.2ericd17aStudent Motivation.2ericd07aTables (Data)2ericd0 aConfirmatory Factor AnalysisaFacilitative Environments 7aReports, Research.2ericd 7aSpeeches/Meeting Papers.2ericd1 aMcInerney, D. M.q(Dennis M.),d1948-41uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED419851 aANLcmc 2253 ED419851d77000000421188