No description available.

No description available.

The current study investigated the relationship between racial identity and academic achievement of biracial high school students and whether academic self-concept mediated the relationship. Data from the National Institute of Child Health and Development- Study of Early Child Care and Youth Development was examined. A structural equation model with two groups was used to assess if academic self-concept is a mediator for the relationship between racial identity and academic achievement. Results suggest that academic self-concept in Math or English did not mediate the relationship between racial identity and scores on the WJ-R Passage Comprehension and Applied Problems subtest for both groups of biracial high school students. In addition, racial identity did not have a significant effect for both groups of biracial students on academic self-concept in English and Math. The insignificant findings from the current study highlight that race and ethnicity do not impact Black and White biracial high school students or Latin and White biracial high school students’ educational success and this information should be applied by educators, parents, and families as they help biracial children navigate through their educational experience.

No description available.

Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.

No description available.

No description available.

No description available.

No description available.

No description available.