Predictors of Academic Self-Concept for African American College Students

被引:7
|
作者
Franklin, Andrew S. [1 ,2 ]
Debb, Scott M. [2 ]
Colson, Darlene G. [2 ]
机构
[1] Virginia State Univ, Petersburg, VA 23806 USA
[2] Norfolk State Univ, 700 Pk Ave, Norfolk, VA 23504 USA
关键词
academic self-concept; student-professor interactions; African American; academic achievement; college students; RACIAL IDENTITY; ACHIEVEMENT; EFFICACY; OUTCOMES; GENDER;
D O I
10.1177/0095798416671578
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 (Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty's level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.
引用
收藏
页码:636 / 653
页数:18
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