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Individual Differences in Preferences for Matched-Ethnic Mentors among High-Achieving Ethnically Diverse Adolescents in STEM
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Syed, Moin; Goza, Barbara K.; Chemers, Martin M.; Zurbriggen, Eileen L. – Child Development, 2012
This short-term longitudinal study examined (a) adolescents' contact with mentors who share their background in relation to the importance they place on having such mentors, and (b) the associations of these perceptions with self-efficacy, identity, and commitment to a science career. Participants were 265 ethnically diverse adolescents (M age =…
Descriptors: Science Careers, Mentors, Self Efficacy, Adolescents
Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes.
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Rudolph, Karen D.; Lambert, Sharon F.; Clark, Alyssa G.; Kurlakowsky, Kathryn D. – Child Development, 2001
This longitudinal study examined role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during transition to middle school. Findings indicated that maladaptive self-regulatory beliefs predicted individual differences in perceived school-related stress and depressive symptoms during transition,…
Descriptors: Academic Achievement, Beliefs, Early Adolescents, Emotional Adjustment
Consequences of Learning about Historical Racism among European American and African American Children
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Hughes, Julie M.; Bigler, Rebecca S.; Levy, Sheri R. – Child Development, 2007
Knowledge about racism is a critical component of educational curricula and contemporary race relations. To examine children's responses to learning about racism, European American (Study 1; N = 48) and African American (Study 2; N = 69) elementary-aged children (ages 6-11) received history lessons that included information about racism…
Descriptors: African American Students, African American Children, Racial Attitudes, Racial Relations
Socialization of Achievement Attitudes and Beliefs: Classroom Influences.
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Parsons, Jacquelynne Eccles; And Others – Child Development, 1982
The relationship between classroom experiences and individual differences in expectations for future success in mathematics courses, self-concept of math abilities, and perceptions of the difficulty of math were investigated in an observational study of 17 math classrooms for grades five through nine. (Author/RH)
Descriptors: Achievement Need, Classroom Environment, Elementary School Students, Elementary Secondary Education
Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School.
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Connell, James Patrick; And Others – Child Development, 1994
Examined the empirical validity of a model of human motivation as it applies to school success and failure, assessing how indicators of context, self, and action related to measures of risk and resiliency. Subjects were 10- to 16-year-old African American youth in 3 independent samples. Found that parental engagement predicted school performance…
Descriptors: Academic Achievement, Adolescents, At Risk Persons, Black Youth