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Date Available
9-23-2013
Year of Publication
2013
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational, School, and Counseling Psychology
Faculty
Dr. Lynda Brown Wright
Faculty
Dr. Kenneth Tyler
Faculty
Dr. Tom Prout
Abstract
Guided by the theoretical frameworks of Baumrind’s parenting style theory, interpersonal expectations, Self Determination Theory, and self-efficacy, this study examines factors that influence African American students’ GPA and motivation, specifically associations between parents’ and teachers’ control, warmth, and educational expectations and African American adolescents’ GPA, self-efficacy, and intrinsic motivation were examined. The moderating effects of neighborhood safety on the aforementioned associations were also assessed. Using data from the Educational Longitudinal Study of 2002, this study found that parents’ warmth and expectations were positive predictors of all educational variables, while parents control was a negative predictor of GPA and intrinsic motivation. Teachers’ warmth was a positive predictor of GPA and intrinsic motivation, and teachers’ expectations were positive predictor of self-efficacy. Lastly, teachers’ control was a positive predictor of self-efficacy. Neighborhood safety did not moderate associations. Findings suggest that African American students’ academic development can be enhanced by interventions that target relational interactions.
Recommended Citation
Roan-Belle, Clarissa R., "EXAMINING THE INFLUENCE OF PARENTS, TEACHERS, AND NEIGHBORHOOD SAFETY ON AFRICAN AMERICAN ADOLESCENTS’ MOTIVATION AND ACHIEVEMENT" (2013). Theses and Dissertations--Educational, School, and Counseling Psychology. 13.
https://uknowledge.uky.edu/edp_etds/13
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