Motivational, Identity, and Self-Regulatory Experiences in the Context of Ethnic Studies Classes for Latinx High School Students
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| Title: | Motivational, Identity, and Self-Regulatory Experiences in the Context of Ethnic Studies Classes for Latinx High School Students |
|---|---|
| Language: | English |
| Authors: | Francesca López, Giselle Delcid, Elisa Serrano, Norma González, Rosario Hutchings, Crystal Raygoza, Lorenzo López |
| Source: | Teachers College Record. 2025 127(9-10):3-36. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Latin Americans, Student Motivation, Self Management, Ethnic Studies, Racial Identification, Self Determination, Personal Autonomy, Self Efficacy, Self Concept, Sense of Belonging, Ethnicity, Questionnaires, Self Concept Measures |
| Geographic Terms: | Arizona |
| Assessment and Survey Identifiers: | Self Description Questionnaire, Multigroup Ethnic Identity Measure |
| DOI: | 10.1177/01614681251391033 |
| ISSN: | 0161-4681 1467-9620 |
| Abstract: | Background: In consideration of the central role of motivation to academic (and other) outcomes, the present study is part of a larger two-year project wherein we apply race-reimaged/race-focused perspectives to examine the ways ethnic studies promote motivation outcomes for Latinx youth. In the first year of the project, we examined curiosity as a central outcome in ethnic studies English language arts courses. Here, we focus on findings from the second year, which included social studies classrooms and a focus on self-regulation--a term that describes the behavioral, affective, motivation, and metacognitive processes that play a role in an individual's efforts to pursue goals. Focus of Study: The research questions we examined in this study focused on the extent to which SDT was related to Latinx high school students' self-regulation and examined how ethnic studies courses foster self-regulation through support of psychological needs reflected in SDT. We hypothesized that the race-reimaged and race-focused domains of SDT would predict self-regulation and that Latinx students in ethnic studies courses experience enhanced opportunities for autonomy, belonging, ethnic identity, and competence. Research Design: Using a qualitative-dominant sequential explanatory mixed methods design that consisted of two phases, we began with the administration of student surveys (collected in late fall and early spring of the academic year) that reflect the domains of SDT, as well as ethnic identity, for quantitative analyses. We build on the initial findings using qualitative methods that involved a subset of student interviews chosen by purposive extreme-case sampling based on self-regulation scores for students across each teachers' classrooms during the second phase. Conclusions: Findings revealed significant paths among' autonomy, ethnic identity, competence and students' self-regulation. Moreover, both autonomy and ethnic identity were partially mediated by student belonging, which was found to be significantly and directly related to students' self-regulation. Consistent with self-determination theory, there were medium to large effects in the relationships (r = 0.28 to 0.62) among autonomy, ethnic identity, and competence. Qualitative findings corroborated the paths and indicated that aims to promote student ethnic identity is a salient feature of ethnic studies classes that can support students' motivation. Implications for future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493516 |
| Database: | ERIC |
| Abstract: | Background: In consideration of the central role of motivation to academic (and other) outcomes, the present study is part of a larger two-year project wherein we apply race-reimaged/race-focused perspectives to examine the ways ethnic studies promote motivation outcomes for Latinx youth. In the first year of the project, we examined curiosity as a central outcome in ethnic studies English language arts courses. Here, we focus on findings from the second year, which included social studies classrooms and a focus on self-regulation--a term that describes the behavioral, affective, motivation, and metacognitive processes that play a role in an individual's efforts to pursue goals. Focus of Study: The research questions we examined in this study focused on the extent to which SDT was related to Latinx high school students' self-regulation and examined how ethnic studies courses foster self-regulation through support of psychological needs reflected in SDT. We hypothesized that the race-reimaged and race-focused domains of SDT would predict self-regulation and that Latinx students in ethnic studies courses experience enhanced opportunities for autonomy, belonging, ethnic identity, and competence. Research Design: Using a qualitative-dominant sequential explanatory mixed methods design that consisted of two phases, we began with the administration of student surveys (collected in late fall and early spring of the academic year) that reflect the domains of SDT, as well as ethnic identity, for quantitative analyses. We build on the initial findings using qualitative methods that involved a subset of student interviews chosen by purposive extreme-case sampling based on self-regulation scores for students across each teachers' classrooms during the second phase. Conclusions: Findings revealed significant paths among' autonomy, ethnic identity, competence and students' self-regulation. Moreover, both autonomy and ethnic identity were partially mediated by student belonging, which was found to be significantly and directly related to students' self-regulation. Consistent with self-determination theory, there were medium to large effects in the relationships (r = 0.28 to 0.62) among autonomy, ethnic identity, and competence. Qualitative findings corroborated the paths and indicated that aims to promote student ethnic identity is a salient feature of ethnic studies classes that can support students' motivation. Implications for future research are discussed. |
|---|---|
| ISSN: | 0161-4681 1467-9620 |
| DOI: | 10.1177/01614681251391033 |
