role of task variability and home contextual factors in the academic performance and task motivation of African American elementary school children, The

Journal of Negro Education, The, Winter 2001 by Bailey, Caryn T, Boykin, A Wade

Dependent Measures

Task Performance. A performance score was generated for both the high variability and the low variability task contexts. Basal performance scores for each task variability context were determined by computing the mean scores on the last four academic tasks presented of a given type. Performance on the first task of each task-type presented was discarded for each child (i.e., eight scores in total) in an attempt to maximize the effect of the task variability format manipulation. These tasks were eliminated in the low variability context because the first task of each type presented novelty or variability that could possibly counteract the task variability manipulation. In the high variability context, these tasks were also eliminated in order that the scoring format would remain consistent with that of the low variability context for each participant. The remaining basal scores (i.e., 32 in total) from the four task-types were then converted to Z-scores. Five points were added to each performance score to assure that it would be a positive value. The mean of the four Z 5 scores in the low variability context and the mean of the four Z 5 scores in the high variability context served as the overall academic performance score for the respective task variability context.

Task Motivation. The Task Motivation Questionnaire (TMQ) was also developed for this study to evaluate the students' academic task preference, task effort, and task persistence in both performance contexts. This self-report measure consists of six single-item inquiries that are each rated along a four-point continuum. The first two questions assess how much the children liked performing the academic tasks in each context (task preference). The ratings range from "Did Not Like" to "Liked A Lot." The next two inquiries evaluate how much effort the students applied while completing the tasks in each performance setting. The ratings range from "No Effort" to "A Lot of Effort." The last two items measure how much the children would like to perform the tasks again in each performance context. The scope of the ratings is from "Would Not Like" to "Would Like A Lot."

The odd-numbered items each provide a score for task preference, task effort, and task persistence, respectively, in the low variability context, while the even-numbered items each provide the respective scores in the high variability context. The total low variability context TMQ score is the mean of the odd-numbered items and the total high variability context TMQ score is the mean of the even-numbered items.

Procedure

The children were tested in school during the school day in groups of five by an

African American female experimenter. The groups were homogeneous for grade level and heterogeneous for gender. A school administrative staff member escorted the children from their classrooms to a private room. The children were first administered the Home Stimulation Perception Questionnaire (HSP). The experimenter read each question aloud twice as the children read along silently to themselves. The children were told to indicate their response by circling the option which best represented their home experiences. The Pathway Preference Measure was completed next. The experimenter explained the instructions to the children and allowed them approximately five minutes to complete the measure.