心理信息
心理学
民族
中心性
自我效能感
学业成绩
结构方程建模
社会心理学
纵向研究
自我概念
发展心理学
社会学
梅德林
组合数学
法学
统计
数学
人类学
政治学
作者
Rayni Thomas,Lorey A. Wheeler,Melissa Y. Delgado,Rajni L. Nair,Kiera M Coulter
出处
期刊:Cultural Diversity & Ethnic Minority Psychology
[American Psychological Association]
日期:2022-01-01
卷期号:28 (1): 29-38
被引量:3
摘要
This longitudinal study had three aims: (a) to examine whether ethnic-racial identity (ERI; i.e., public regard, private regard, and centrality) was associated with academic self-efficacy and changes in educational adjustment (i.e., educational values and academic performance) among Latinx adolescents over 3 years, (b) to investigate whether academic self-efficacy would operate as a promotive mechanism in links between domains of ERI and changes in educational adjustment, and (c) to explore within-group variability by gender on the relations between domains of ERI, academic self-efficacy, and educational adjustment.Data came from 329 Latinx families (i.e., middle school students and their parents) living in the Southwest U.S. Parents' data were used from the first wave and adolescents' (M = 13.69, SD = .56; 53% girls) data were used from three study waves. A series of structural equation models were estimated.All three domains of ERI related to higher levels of academic self-efficacy. Further, public regard was associated with increased levels of educational values, whereas private regard and centrality did not associate with either indicator of educational adjustment. Results provided support for academic self-efficacy serving as a mediator of associations between private regard and centrality and educational adjustment. The results were consistent across gender.The findings suggest that fostering ERI is promotive of Latinx adolescents' academic self-efficacy. Further, through academic self-efficacy, private regard and centrality support educational adjustment. ERI and academic self-efficacy may be potential targets for programming aimed to address educational disparities among Latinx adolescents. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
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