Applying the Connor-Davidson Resilience Scale for Use with Third-Year African American College Students

Autor/inn/en	Debb, Scott M.; Colson, Darlene; Hacker, Desideria; Park, Kristoffer
Titel	Applying the Connor-Davidson Resilience Scale for Use with Third-Year African American College Students
Quelle	In: Journal of Negro Education, 87 (2018) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.87.1.0073
Schlagwörter	Resilience (Psychology); Undergraduate Students; African American Students; Black Colleges; Measures (Individuals); Holistic Approach; Correlation; Academic Achievement; At Risk Students; School Holding Power; Academic Persistence + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Messdaten; Holistischer Ansatz; Korrelation; Schulleistung
Abstract	Resilience is a key component in the success equation for many students attending a historically Black college or university (HBCU). Although traditional indicators of prior academic achievement are often used to predict persistence to degree completion, there is growing support for including latent non-cognitive characteristics into this model. The current study surveyed third-year African American HBCU students using the Connor-Davidson Resilience Scale to gauge their existing resilience. Results indicated that the instrument was appropriate for use with this cohort, who displayed slightly higher than average resilience compared to the general population, which could have been due to the respondent's already persisting to their junior year. More research is needed to address the relationship between resilience and other socio-demographic, environmental, and institutional factors that may impact HBCU students' prior to, and across the entire range of their college career. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01