Educational Risk and Resilience in African‐American Youth: Context, Self, Action, and Outcomes in School

J. P. Connell, M. B. Spencer, J. L. Aber

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10‐to 16‐year‐old African‐American youth. Specifically, we assessed how indicators of context, self, and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African‐American youth's experience of their parents' school involvement predicted a composite of self‐system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.

Original languageEnglish (US)
Pages (from-to)493-506
Number of pages14
JournalChild development
Volume65
Issue number2
DOIs
StatePublished - Apr 1994

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Educational Risk and Resilience in African‐American Youth: Context, Self, Action, and Outcomes in School'. Together they form a unique fingerprint.

Cite this