Race and academic disidentification.

Osborne, Jason W.

doi:10.1037/0022-0663.89.4.728

Cited by 308 publications

(263 citation statements)

References 28 publications

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“…Girls appear to have a general advantage in overall school success, across African-American and other ethnicities, as well as both disadvantaged and non-disadvantaged adolescents (De Bruyn et al, 2003;Osborne, 1997). However, findings on the role of gender in the relation between family process and school success are not as clear.…”

Section: Introductionmentioning

confidence: 67%

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Annunziata

Hogue

Faw³

et al. 2006

J Youth Adolescence

121

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The relation between family functioning and school success was examined in 211 at risk, African American, inner city adolescents attending middle school (grades 6-8). Interviews with adolescents and caregivers yielded data on family cohesion, parental monitoring, and school engagement; school records provided data on grade point average. Results showed that both family cohesion and parental monitoring predicted school engagement, but neither family characteristic predicted GPA. Important gender differences also emerged. For boys only, the relation between family cohesion and school engagement was stronger when parental monitoring was high. For girls only, the effects of cohesion and monitoring on school engagement were additive: girls with both high family cohesion and high parental monitoring were most likely to be engaged in school. These findings extend the research base on family protective factors for antisocial behavior in young adolescents. Implications for future examination of family process characteristics in high-risk adolescents are discussed.

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Section: Introductionmentioning

confidence: 67%

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Annunziata

Hogue

Faw³

et al. 2006

J Youth Adolescence

121

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“…It is expected that students who experience repeated academic failure are likely to develop negative feelings about themselves, on the contrary, those who encounter success tend to develop positive views of themselves. It has often been suggested that academic achievement is closely related to self-esteem (Osborne, 1997;Pullmann & Allik, 2008;Suk Wai Wong & Watkins, 2001;Stupniskyet, Renaud, Perry, Ruthig, Haynes, & Clifton, 2007;Whitesell, Mitchell, & Spicer, 2009), nevertheless, considering the literature, this relationship is more complicated than it is thought to be. Some researchers asserted that self-esteem affects academic achievement (Chapman, 1988;Hansford & Hattie, 1982;Marsh, Byrne, & Shavelson, 1988), however some others claim it is affected by academic achievement (Alves-Martinset, Peixoto, Gouveia-Pereira, Amaral, & Pedro, 2002;Baumeister, Campbell, Krueger, & Vohs, 2003;Bowles, 1999;Filozof, Albertin, Jones, Steme, Myers, & McDermott, 1998;Hoge, Smit, & Crist, 1995).…”

Section: Self-esteem and Academic Achievementmentioning

confidence: 76%

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

Duru

Balkıs

2017

IJEP

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The current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between procrastination and academic performance (Kim & Seo, 2015;Richardson, Abrah...

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“…Despite the limited number of studies specifically addressing school racial climate among high school youth, a growing body of theory and research on various aspects of secondary schooling suggests that matters of race may affect students' experiences in schools and deserve attention (e.g., Aronson et al, 1998;Ogbu, 1978Ogbu, , 1994Mickelson, 1990;Steele, 1992Steele, , 1995Steele, , 1997Osborne, 1995Osborne, , 1997Steele & Aronson, 1995).…”

Section: Racial Climate and Schoolingmentioning

confidence: 99%

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

et al. 2017

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This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.

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Race and academic disidentification.

Abstract: This issue compleles Volume 89 and contains the author index for the volume.

Cited by 308 publications

References 28 publications

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Family Functioning and School Success in At-Risk, Inner-City Adolescents

Procrastination, self-esteem, academic performance, and well-being: A moderated mediation model

School Racial Climate and the Academic Achievement of African American High School Students: The Mediating Role of School Engagement

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