Self-Concept and Motivational Patterns of Resilient African American High School Students
This study of 138 urban subjects examined the role of self-concept and motivation in aiding resilient African American high school sophomores to obtain academic competence. In this study, high school sophomoresfrom an impoverished, stressful background with grade point averages of 2.75 or above were...
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| Veröffentlicht in: | Journal of black psychology 1995-08, Vol.21 (3), p.239-255 |
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| container_title | Journal of black psychology |
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| creator | Gordon, Kimberly A. |
| description | This study of 138 urban subjects examined the role of self-concept and motivation in aiding resilient African American high school sophomores to obtain academic competence. In this study, high school sophomoresfrom an impoverished, stressful background with grade point averages of 2.75 or above were considered academically resilient. To determine resiliency status, socioeconomic status was determined by the Hollingshead Two Factor Index and stress by a self-report measure. Self-concept and motivation were measured by the High School Assessment of Academic Self-Concept and the Assessment of Personal Agency Beliefs. Findings suggest that resilient African American high school students differedfrom their nonresilient peers in the cognitive domain: cognitive ability, cognitive environmental support, cognitive control, and cognitive importance. They also placed more emphasis on extracurricular activities and material gain. |
| doi_str_mv | 10.1177/00957984950213003 |
| format | Article |
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In this study, high school sophomoresfrom an impoverished, stressful background with grade point averages of 2.75 or above were considered academically resilient. To determine resiliency status, socioeconomic status was determined by the Hollingshead Two Factor Index and stress by a self-report measure. Self-concept and motivation were measured by the High School Assessment of Academic Self-Concept and the Assessment of Personal Agency Beliefs. Findings suggest that resilient African American high school students differedfrom their nonresilient peers in the cognitive domain: cognitive ability, cognitive environmental support, cognitive control, and cognitive importance. 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They also placed more emphasis on extracurricular activities and material gain.</description><subject>Academic Achievement</subject><subject>Adolescents</subject><subject>African Americans</subject><subject>Black American people</subject><subject>Black people</subject><subject>Black Students</subject><subject>Blacks</subject><subject>Cognition & reasoning</subject><subject>Cognitive Ability</subject><subject>Cognitive Style</subject><subject>Comparative Analysis</subject><subject>Factors</subject><subject>High School Students</subject><subject>High schools</subject><subject>Motivation</subject><subject>Psychology</subject><subject>Relationship</subject><subject>Resilience</subject><subject>Resilience (Personality)</subject><subject>Secondary school students</subject><subject>Self Concept</subject><subject>Self image</subject><subject>Selfconcept</subject><subject>Social psychology</subject><subject>Socioeconomic Factors</subject><subject>Student Interests</subject><subject>Student 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| ispartof | Journal of black psychology, 1995-08, Vol.21 (3), p.239-255 |
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| language | eng |
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| source | SAGE Complete; Sociological Abstracts; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Academic Achievement Adolescents African Americans Black American people Black people Black Students Blacks Cognition & reasoning Cognitive Ability Cognitive Style Comparative Analysis Factors High School Students High schools Motivation Psychology Relationship Resilience Resilience (Personality) Secondary school students Self Concept Self image Selfconcept Social psychology Socioeconomic Factors Student Interests Student Motivation Students Texas Urban Education Urban Schools USA |
| title | Self-Concept and Motivational Patterns of Resilient African American High School Students |
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