How Low-Income, Ethnic Minority Adolescents Make Possible Selves Real: The Role of Academic Self-Regulation Strategies
dc.contributor | Shilkret, Robert | en_US |
dc.contributor | Wendt, Sally | en_US |
dc.contributor | Gifford, Janice | en_US |
dc.contributor.advisor | Packard, Becky | en_US |
dc.contributor.author | Vick, Rebecca | en_US |
dc.date.accessioned | 2011-02-16T13:47:09Z | |
dc.date.available | 2011-02-16T13:47:09Z | |
dc.date.gradyear | 2005 | en_US |
dc.date.issued | 2011-02-16 | |
dc.date.submitted | 2005-06-15 14:45:51 | en_US |
dc.description.abstract | Predictors 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.sponsorship | Psychology & Education | en_US |
dc.identifier.uri | http://hdl.handle.net/10166/676 | |
dc.language.iso | en_US | en_US |
dc.rights.restricted | public | |
dc.subject | possible selves | en_US |
dc.subject | self regulation | en_US |
dc.subject | ethnic minority | en_US |
dc.subject | youth community organization | en_US |
dc.subject | motivation | en_US |
dc.title | How Low-Income, Ethnic Minority Adolescents Make Possible Selves Real: The Role of Academic Self-Regulation Strategies | en_US |
dc.type | Thesis | en_US |
mhc.degree | Undergraduate | en_US |
mhc.institution | Mount Holyoke College | en_US |
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