Emergence of College Students' John Henryism during Schoolwork: An Exploratory Study

Autor/inn/en	Torsney, Benjamin M.; Symonds, Jennifer E.; Lombardi, Doug; Burke, Kathryn M.; Torsney, Cheryl B.; James, Sherman A.
Titel	Emergence of College Students' John Henryism during Schoolwork: An Exploratory Study
Quelle	In: Educational Psychology, 43 (2023) 6, S.698-716 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torsney, Benjamin M.) ORCID (Symonds, Jennifer E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2240985
Schlagwörter	College Students; Coping; Stress Management; Racial Differences; Ethnicity; Gender Differences; First Generation College Students; Learner Engagement; Minority Group Students; Equal Education; Resilience (Psychology); Emotional Response + Suchen Sie Ihr Suchwort? Collegestudent; Bewältigung; Stressmanagement; Stressbewältigung; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Emotionales Verhalten
Abstract	John Henryism (JH), named after the American folk hero John Henry, is a construct characterised by a behavioural predisposition for high-effort coping with psychosocial stressors. While it has been rigorously studied in the health sciences, little empirical research has focused on how JH emerges within educational contexts, specifically during schoolwork. This exploratory study investigated factors related to JH--race/ethnicity, gender, first-generation college student status, and high-effort coping--on school-based cognitive and emotional engagement. Results revealed that high JH scores predicted positive cognitive and emotional momentary engagement, particularly for racial/ethnic minorities and first-generation college students. Furthermore, in comparing our subsample of first-generation females with our overall sample of female students, we learned that JH had a greater positive influence on first-generation females' momentary engagement than on that of the overall sample of female students. Findings suggest that historically marginalised groups may regularly rely on JH to cope with systemic inequality in school activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01