The current study examined the association between the number of lifetime sexual partners and race‐related stress among African American 201 high school juniors and seniors at two urban high schools in the Southeastern region of the country. Students completed the Index of Race‐Related Stress‐Brief (IRRS‐B) and the Youth Risk Behavior Survey (YRBS). African American male adolescents reported higher race‐related stress and a higher number of sexual partners compared to African American females. Controlling for gender and age of first intercourse, race‐related stress significantly predicted the number of sexual partners for African American adolescents. Preliminary findings indicate that the role of race‐related stress may prove critical in decreasing risky sexual behavior among African American adolescents.
The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that homeschool dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students' out-of-school experiences into their classroom learning experiences.
The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed.
The current study examined the association between home-school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home-school dissonance significantly predicted both amotivation and academic cheating. In addition, results revealed that amotivation was a significant mediator of the association between home-school dissonance and academic cheating. Limitations and future research directions are discussed.
ArticleBrown-Wright et al.
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