Academic Behavior and Performance among African American Youth: Associations with Resources for Resilience

Autor/inn/en	Chesmore, Ashley A.; Winston, Willie, III; Brady, Sonya S.
Titel	Academic Behavior and Performance among African American Youth: Associations with Resources for Resilience
Quelle	In: Urban Review: Issues and Ideas in Public Education, 48 (2016) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-015-0342-9
Schlagwörter	Social Support Groups; Coping; African American Students; Resilience (Psychology); Surveys; Academic Achievement; Student Records; Family Involvement; Behavior Problems; Caregivers; Gender Differences; Standardized Tests; Scores; Stress Variables + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Bewältigung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Schulleistung; Schülerakte; Caregiver; Carer; Betreuungsperson; Pfleger; Geschlechterkonflikt; Standadised tests; Standardisierter Test
Abstract	A social support and coping framework informed the present research on children's academic behavior and performance. Forty-six African American children aged 8-12 years were recruited from the 2011/2012 enrollment list of a partnering school. Data on children's resources for resilience (e.g., coping skills, perceived support from caregivers) were collected through administered surveys. Additional data on academic outcomes were collected from children's progress reports and most recent standardized tests. Children's resources for resilience were associated with academic outcomes. Among the total sample, greater perceived support from caregivers and behavioral coping by the child were associated with less child-reported school misbehavior and greater teacher-evaluated reading performance. Among African American boys, but not girls, a quarter of the variance in standardized test scores in reading (r = 0.50 vs. r = 0.06) and math (r = 0.55 vs. r = -0.01) was explained by behavioral coping. If further research supports the present set of findings, school-based mental health services for families and prevention programs that target children's use of coping strategies in the presence of stressors may prove beneficial to children's academic success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01