Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago.
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| Title: | Social-ecological pathways to school motivation and future orientation of African American adolescents in Chicago. |
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| Authors: | Hong, Jun Sung, Lee, Jungup, Thornberg, Robert, Peguero, Anthony A., Washington, Tyreasa, Voisin, Dexter R. |
| Source: | Journal of Educational Research. 2020, Vol. 113 Issue 5, p384-395. 12p. 1 Diagram, 5 Charts. |
| Subjects: | Academic motivation, African American youth, School environment, School bullying, School orientation, Psychology of learning |
| Abstract: | Guided by the social-ecological perspective, this study aims to explore how various social climates are associated with school motivation and the future orientation of 597 African American adolescents. We examined the direct and indirect effects of parent factors and school climate on future orientation through school motivation. School motivation was positively associated with a future orientation. Perceived parental expectations and teacher support were positively associated with their school motivation. However, bullying victimization was not negatively associated with school motivation, although greater perceived parental engagement and bullying victimization showed a more positive future orientation. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Guided by the social-ecological perspective, this study aims to explore how various social climates are associated with school motivation and the future orientation of 597 African American adolescents. We examined the direct and indirect effects of parent factors and school climate on future orientation through school motivation. School motivation was positively associated with a future orientation. Perceived parental expectations and teacher support were positively associated with their school motivation. However, bullying victimization was not negatively associated with school motivation, although greater perceived parental engagement and bullying victimization showed a more positive future orientation. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220671 |
| DOI: | 10.1080/00220671.2020.1838408 |
