The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth

Autor/inn/en	Perry, Justin C.; Fisher, Alexandra L.; Caemmerer, Jacqueline M.; Keith, Timothy Z.; Poklar, Ashley E.
Titel	The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth
Quelle	In: Youth & Society, 50 (2018) 4, S.551-570 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X15618313
Schlagwörter	Social Support Groups; Coping; Self Management; Independent Study; Urban Youth; Predictor Variables; Case Studies; Longitudinal Studies; Structural Equation Models; Grades (Scholastic); Self Determination; Public Schools; High School Students; Factor Analysis; Learning Strategies; Questionnaires; Statistical Analysis; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Bewältigung; Selbstmanagement; Selbststudium; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Prädiktor; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notenspiegel; Selbstbestimmung; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Faktorenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Statistische Analyse
Abstract	Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth (N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01