Self-Concept among African-American At-Risk Adolescents

1992 ◽  
Vol 74 (2) ◽  
pp. 465-466 ◽  
Author(s):  
Paula C Wood ◽  
Stephen B. Hillman ◽  
Shlomo S. Sawilowsky
Keyword(s):  
At Risk ◽  
African American ◽  
African American Adolescents ◽  
Self Concept ◽  
At Risk Adolescents

Self-concepts of 196 African-American adolescents examined here were higher than the norms despite their being at-risk and academic underachievers.

Exploring Psychosocial Task Resolution and Self-Concept among African-American Adolescents

1996 ◽  
Vol 82 (3) ◽  
pp. 803-810
Author(s):  
Craig C. Brookins
Keyword(s):  
African American ◽  
Family Relations ◽  
African American Youth ◽  
African American Adolescents ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Developmental Task ◽  
Multiple Components ◽  
Highly Correlated

Developmental task resolution and self-concept of adolescents were examined for a sample of 110 African-American youth. The Erikson Psychosocial Stage Inventory was used to measure Erikson's stages of psychological development and the Bronstein-Cruz Child/Adolescent Self-concept and Adjustment Scale was used to measure multiple components of the self-concept. Scores for Self-concept and Resolution of Identity stages were highly correlated although scores on Resolution of Identity, commonly seen as the primary psychosocial task of adolescence, were not related to scores on either Emotional Well-being or Family Relations. The results are discussed in terms of improving understanding of relationships between processes in development, identity, and other salient psychosocial variables.

A Potential Avenue for Academic Success: Hope Predicts an Achievement-Oriented Psychosocial Profile in African American Adolescents

2018 ◽  
Vol 44 (6) ◽  
pp. 532-561 ◽  
Author(s):  
Dante D. Dixson ◽  
David Stevens
Keyword(s):  
African American ◽  
Academic Success ◽  
African American Students ◽  
Academic Motivation ◽  
Self Regulation ◽  
African American Adolescents ◽  
Self Concept ◽  
Psychosocial Variables ◽  
Psychosocial Profile ◽  
American Students

In a sample of 117 African American students, we examined how well hope predicts five psychosocial variables—school belonging, academic self-concept, goal valuation, attitude toward teachers, and academic motivation/self-regulation—that altogether make up an achievement-oriented psychosocial profile. Results indicated that, after controlling for demographics and previous achievement, the subscales of hope accounted for a meaningful portion of all five psychosocial variables, ranging from 17.2% to 29.9%. The agency subscale of hope was a significant predictor of all five psychosocial variables, while pathways was only a significant predictor of goal valuation and academic self-concept. Given that several quick and effective universal hope interventions have been developed, these results suggest that hope may be a promising avenue to improve the achievement-related outcomes of African American students as well as aid in mitigating the achievement gap.

Externalization as a Self-Protective Mechanism in a Stigmatized Group

1992 ◽  
Vol 70 (2) ◽  
pp. 641-642 ◽  
Author(s):  
Stephen B. Hillman ◽  
Paula C. Wood ◽  
Shlomo S. Sawilowsky
Keyword(s):  
African American ◽  
Locus Of Control ◽  
African American Adolescents ◽  
Self Concept ◽  
Protective Mechanism ◽  
External Locus ◽  
External Locus Of Control

The Nowicki-Strickland measure of internal-external locus of control was administered to 110 African-American adolescents. Analysis indicated high externalization, even though these students had a higher than average self-concept.

Differentiating Among Delinquent, At-Risk, and Not At-Risk Adolescents Using a Multidimensional Model of Self-Concept

2000 ◽  
Vol 10 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Tania Marie Bianco ◽  
Stephen Houghton ◽  
Davina French ◽  
Miguel Fernandez
Keyword(s):  
At Risk ◽  
Exploratory Study ◽  
Justice System ◽  
Juvenile Justice System ◽  
School Context ◽  
Self Concept ◽  
At Risk Youth ◽  
Multidimensional Model ◽  
Not At Risk ◽  
At Risk Adolescents

This exploratory study sought to differentiate 24 delinquent, 30 at-risk and 30 not at-risk adolescent males according to a multidimensional model of self-concept. Participants completed the Song and Hattie Test of Self-Concept (1992), which consists of seven dimensions of self-concept; namely, achievement self-concept, ability self-concept, classroom self-concept, family self-concept, peer self-concept, physical self-concept and confidence in self.Significant differences between the not at-risk, at-risk and delinquent groups were found across six of the seven dimensions of self-concept. Implications of these findings suggest an effective procedure for differentiating between not at-risk and at-risk youth within the school context, prior to involvement with the Juvenile Justice system. The implications for intervention are discussed.

Comparison of Self-Esteem Scores: American and Indian Adolescents

1995 ◽  
Vol 76 (2) ◽  
pp. 367-370 ◽  
Author(s):  
Paula C. Wood ◽  
Stephen B. Hillman ◽  
Shlomo S. Sawilowsky
Keyword(s):  
High School ◽  
At Risk ◽  
African American ◽  
African American Adolescents ◽  
Self Esteem ◽  
Heterogeneous Group ◽  
Dropping Out ◽  
Indian Adolescents ◽  
Academically At Risk

The Coopersmith Self-esteem Inventory was administered to 112 African American adolescents who were academically at-risk for dropping out of high school. Results were similar to those of a previous study comparing a heterogeneous group of 100 American adolescents with 100 youths from India. Differences on scores of self-esteem for the two international groups were noted.

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