دورية أكاديمية
Factors Related to Academic Self-Handicapping in Black Students Attending a Predominantly White University
| العنوان: | Factors Related to Academic Self-Handicapping in Black Students Attending a Predominantly White University |
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| اللغة: | English |
| المؤلفون: | Robinson, Dwan, Suhr, Julie (ORCID |
| المصدر: | Social Psychology of Education: An International Journal. Oct 2023 26(5):1437-1454. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Self Destructive Behavior, Self Control, African American Students, College Students, Student Behavior, Predominantly White Institutions, Gender Differences, First Generation College Students, Family Influence, Racial Discrimination, Racial Identification, Goal Orientation, Fear of Success, Student Motivation, Intervention |
| DOI: | 10.1007/s11218-023-09798-8 |
| تدمد: | 1381-2890 1573-1928 |
| مستخلص: | The goal of the present study was to examine factors associated with academic self-handicapping in Black students attending a predominantly white university. Factors examined included sociodemographic factors (gender, first-generation college student status); psychological factors (family support, perceived discrimination, Black identity); and academic goal orientation. Participants were 240 Black/African American students who were part of a deidentified dataset from a larger study examining undergraduate student's personal experiences and psychosocial correlates of academic self-handicapping (mean age 19.20, 107 first-generation students, 96 men, 144 women). First-generation status and gender were not related to academic self-handicapping. Lower family support, higher Black identity positive regard, and higher perceived discrimination were associated with higher academic self-handicapping. Higher self-handicapping was also related to lower mastery orientation, but higher approach and avoidance orientation. In regression models, family support, Black identity positive regard, and approach/avoidance motivation remained unique predictors of academic self-handicapping. Results suggest that higher education stakeholders focus on strategies and systems of supports to minimize self-handicapping. Stakeholders may also consider interventions focused on enhancing racial identity or directly addressing academic self-handicapping tendencies. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1394008 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1381-2890 1573-1928 |
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| DOI: | 10.1007/s11218-023-09798-8 |