Abstract
The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school dissonance significantly predicted both amotivation and academic cheating. In addition, results revealed that amotivation was a significant mediator of the association between home-school dissonance and academic cheating. Limitations and future research directions are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 314-334 |
| Number of pages | 21 |
| Journal | Urban Education |
| Volume | 48 |
| Issue number | 2 |
| DOIs | |
| State | Published - Mar 2013 |
Bibliographical note
Funding Information:This research was supported by a grant provided to the 1st and 2nd authors by the Office of the President, University of Kentucky.
Funding
This research was supported by a grant provided to the 1st and 2nd authors by the Office of the President, University of Kentucky.
| Funders |
|---|
| University of Kentucky |
Keywords
- African American students
- academic achievement
- culture
- subjects
- urban education
ASJC Scopus subject areas
- Education
- Urban Studies