Abstract
This exploratory study examined the relationship between Cambodian American
students’ (N = 77) attitudes and beliefs regarding school climate and school
engagement. We examined engagement through two primary constructs:
academic intrinsic motivation and future educational expectations. Four specific
correlates of engagement were examined to understand the quality of Cambodian
American students’ school engagement: sense of racial fairness; feelings of
teacher support; perceptions of self-competence; and perceptions of positive
classroom environment. Perceptions of self competence were positively
associated with higher educational expectations. Our regression models found
that students’ sense of positive classroom environment in addition to teacher
support was important for motivation. Motivation and future academic
expectations were also associated with students’ perceptions of their own
academic self-competence. Implications for research and practice are discussed.
Recommended Citation
Chhuon, Vichet; Dosalmas, Angela; and Rinthapol, Nida
(2010)
"Factors Supporting Academic Engagement Among Cambodian American High School Youth,"
Journal of Southeast Asian American Education and Advancement: Vol. 5
:
Iss.
1,
Article 16.
DOI: 10.7771/2153-8999.1330
Available at:
https://docs.lib.purdue.edu/jsaaea/vol5/iss1/16
