Abstract
The present research deals with the prediction of the academic achievements of students of Ethiopian origin in Israel. It seeks to explore the contribution of personal and social resources towards the success of these students in academic studies, in light of the poor achievements of Ethiopians in the conventional measures such as the Psychometric Entrance Test (PET) (Almagor-Lotan & Koch Davidovitz, 2011). Two classes of Ethiopian students from two colleges of education were investigated and compared with students from a control group. Besides the significant differences in the characterizations of the background data of the two groups, in their first-semester grades and in their personal resources, the Ethiopians manifested their own unique characteristics which include highly-focused future study goals, a low level of self-criticism, and lofty perceptions of coherence (control) and self-efficacy — all of which predict academic achievements.
Highlights
The standard acceptance procedures for academic studies in Israel and in the USA (Feivish & Goldschmidt, 2006) are based on cognitive measures
Among the populations whose collective achievements are low in relation to the majority of those who take the Psychometric Entrance Test (PET) as a precondition for acceptance to university are the Arab residents of Israel (Karlitz, Ben-Simon, Ibrahim, & Eviatar, 2014)
In response to the first research question, the salient finding in the present study reveals that Ethiopian students constitute a group with unique characteristics that differentiate it clearly from the rest of the students
Summary
The standard acceptance procedures for academic studies in Israel and in the USA (Feivish & Goldschmidt, 2006) are based on cognitive measures. In contrast to the cognitive measures, research shows that personal and social characteristics are likely to constitute incentives towards success in academic studies (Shulman, author, & Shahar, 2009). Among the populations whose collective achievements are low in relation to the majority of those who take the PET as a precondition for acceptance to university are the Arab residents of Israel (Karlitz, Ben-Simon, Ibrahim, & Eviatar, 2014). They include migrants from countries with different cultural trait, such as migrants from Africa (Almagor-Lotan & Koch Davidovitz, 2011; Feivish & Goldschmidt, 2006)
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