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dc.contributorShilkret, Roberten_US
dc.contributorWendt, Sallyen_US
dc.contributorGifford, Janiceen_US
dc.contributor.advisorPackard, Beckyen_US
dc.contributor.authorVick, Rebeccaen_US
dc.date.accessioned2011-02-16T13:47:09Z
dc.date.available2011-02-16T13:47:09Z
dc.date.issued2011-02-16
dc.date.submitted2005-06-15 14:45:51en_US
dc.identifier.urihttp://hdl.handle.net/10166/676
dc.description.abstractPredictors of academic self-regulation were investigated in low-income, ethnic minority youth. Specifically, self-efficacy, instrumentality, the salience of proximal and distal academic possible selves and participation in structured youth programs were examined in a sample of 71 low-income, ethnic minority youth recruited from a community center for teens. Results demonstrated that self-efficacy mediated the relationship between two predictors, instrumentality and the salience of a proximal possible self, and the outcome variable, academic self-regulation. The salience of a distal possible self and participation in structured youth programming did not significantly contribute to a model of factors predicting self-regulation. Limitations and directions for future research are discussed.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.language.isoen_USen_US
dc.subjectpossible selvesen_US
dc.subjectself regulationen_US
dc.subjectethnic minorityen_US
dc.subjectyouth community organizationen_US
dc.subjectmotivationen_US
dc.titleHow Low-Income, Ethnic Minority Adolescents Make Possible Selves Real: The Role of Academic Self-Regulation Strategiesen_US
dc.typeThesisen_US
dc.date.gradyear2005en_US
mhc.institutionMount Holyoke Collegeen_US
mhc.degreeUndergraduateen_US
dc.rights.restrictedpublic


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