scholarly journals African American College Students’ Drinking Behaviors and Their Relationship to Self-Efficacy and Positive or Negative Expectancies Regarding Alcohol Consumption

2020 ◽  
Vol 10 (10) ◽  
pp. 153
Author(s):  
Patrice R. Jenkins ◽  
Pedro M. Hernandez ◽  
Chaiqua A. Harris
Keyword(s):  
College Students ◽  
African American ◽  
Alcohol Consumption ◽  
Self Efficacy ◽  
African American College Students ◽  
Drinking Patterns ◽  
Alcohol Expectancy ◽  
Convenience Sample ◽  
Positive Expectancies ◽  
Drinking Behaviors

College students’ alcohol consumption remains a significant concern for colleges and universities. However, most research overwhelmingly utilizes White samples from predominantly White universities, limiting knowledge of African American students’ drinking behaviors on historically Black campuses. This study examined alcohol usage among African American college students by investigating relationships between alcohol consumption and positive and negative expectancies as well as self-efficacy. A convenience sample of 282 students was used. The Alcohol Use Disorders Identification Test (AUDIT) measured alcohol consumption and identified individuals whose consumption created hazardous drinking patterns. Alcohol expectancy was measured by the Alcohol Effects Questionnaire (AEQ), and the Spheres of Control Scale measured self-efficacy. Students in this sample tended to believe that alcohol consumption was linked with more negative than positive alcohol expectancy beliefs. Alcohol expectancies, specifically positive expectancies, appeared to play a significant role in predicting alcohol consumption. There was also a positive relationship between positive expectancies and alcohol consumption. Despite these results, our regression model was only able to account for about 20% of the variance (r2 = 0.187). These findings are important in developing prevention and intervention programs to address the pervasive and critical social ills and reduce alcohol consumption among African American college students.

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

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.

Donation Intentions among African American College Students: Decisional Balance and Self-efficacy Measures

2007 ◽  
Vol 30 (6) ◽  
pp. 483-495 ◽  
Author(s):  
Kara L. Hall ◽  
Mark L. Robbins ◽  
Andrea Paiva ◽  
J. Eugene Knott ◽  
Lorna Harris ◽  
...  
Keyword(s):  
College Students ◽  
African American ◽  
Self Efficacy ◽  
Decisional Balance ◽  
African American College Students ◽  
Efficacy Measures

Dating and Commitment Choices as a Function of Ethnicity among American College Students in California

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1293-1300 ◽  
Author(s):  
Martin S. Fiebert ◽  
Dusty Nugent ◽  
Scott L. Hershberger ◽  
Margo Kasdan
Keyword(s):  
College Students ◽  
African American ◽  
African American Women ◽  
Asian American ◽  
African American Men ◽  
The United States ◽  
African American College Students ◽  
Asian American Women ◽  
Convenience Sample ◽  
American Women

The incidence of interracial and interethnic dating and marriage in the United States has increased. This investigation examined dating and commitment choices as a function of ethnicity and sex among groups of Euro-American, Hispanic-American, Asian-American, and African-American college students. A convenience sample of college students comprising 329 heterosexual subjects (134 men, 195 women) was surveyed regarding their partner preferences for dating, visiting parents, marriage, and bearing children. It was hypothesized that subjects would consider dating partners from different ethnic groups, but when making a commitment to marriage and children would prefer members of their own group. This hypothesis was supported in half of the groups: Euro-American men, African-American men, Asian-American women, and African-American women. A discussion of dating and commitment choices among ethnic and sex groups is presented and discussed.

scholarly journals An Examination of the Applicability of Social Cognitive Career Theory for African American College Students

2016 ◽  
Vol 25 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Josephine Dickinson ◽  
Matthew D. Abrams ◽  
David M. Tokar
Keyword(s):  
College Students ◽  
African American ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
African American College Students ◽  
Verbal Persuasion ◽  
Choice Goals ◽  
Social Cognitive Career

The purpose of the present study is to extend the literature on social cognitive career theory (SCCT) by examining (a) the applicability of SCCT for African Americans with constructs defined in terms of Holland’s realistic, investigative, artistic, social, enterprising, and conventional (RIASEC) themes and (b) the role of specific learning experiences (performance accomplishments, vicarious learning, and verbal persuasion) in the formation of corresponding self-efficacy and outcome expectations. Structural equation modeling (SEM) results based on a sample of 208 African American college students revealed support for hypothesized relations of self-efficacy with outcome expectations, self-efficacy and outcome expectations with interests and choice goals, and interests with choice goals for all six RIASEC themes. Results revealed partial support for the hypothesized relations of learning experiences with self-efficacy and outcome expectations. Finally, results indicated limited support for the hypothesis that verbal persuasion would be a stronger positive predictor of self-efficacy and outcome expectations than would performance accomplishments and vicarious learning. These findings offer preliminary support for the applicability of SCCT in explaining African American college students’ RIASEC-based interest development and career choice goals. Implications of the findings for career counseling interventions and future research are discussed.

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