Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-Identification Patterns among Black College Students

Autor/inn/en	Hope, Elan C.; Chavous, Tabbye M.; Jagers, Robert J.; Sellers, Robert M.
Titel	Connecting Self-Esteem and Achievement: Diversity in Academic Identification and Dis-Identification Patterns among Black College Students
Quelle	In: American Educational Research Journal, 50 (2013) 5, S.1122-1151 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831213500333
Schlagwörter	Self Esteem; Academic Achievement; Cultural Influences; Multivariate Analysis; African American Students; Profiles; College Freshmen; Anxiety; Depression (Psychology); Symptoms (Individual Disorders); Racial Identification; Self Concept; Student Adjustment; Correlation; Student Motivation; Measures (Individuals); At Risk Students; Stress Variables; Grade Point Average; Center for Epidemiologic Studies Depression Scale; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Schulleistung; Cultural influence; Kultureinfluss; Multivariate Analyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Charakterisierung; Profilanalyse; Studienanfänger; Angst; Psychiatrische Symptomatik; Selbstkonzept; Adjustment; Adaptation; Korrelation; Schulische Motivation; Messdaten
Abstract	Using a person-oriented approach, we explored patterns of self-esteem and achievement among 324 Black college students across the freshman college year and identified four academic identification profiles. Multivariate analyses revealed profile differences in academic and psychological outcomes at beginning and end of freshman year (academic contingencies of self-esteem, anxiety, depressive symptoms, perceived stress), suggesting different conditions under which connections between self-esteem and achievement relate to positive or negative adjustment. Results also suggested a strong, positive racial group identification supports psychologically adaptive connections between self-esteem and achievement. Findings highlight challenges and benefits of connecting self-esteem to achievement for Black college students, heterogeneity within this population, and the relevance of considering race and cultural factors when studying achievement motivation processes among Black students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10