Concern about Experiencing Downward Socioeconomic Mobility Generates Precarious Types of Motivation among Students of Color

Autor/inn/en	Hernandez, Ivan A.; Silverman, David M.; Rosario, R. Josiah; Destin, Mesmin
Titel	Concern about Experiencing Downward Socioeconomic Mobility Generates Precarious Types of Motivation among Students of Color
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 3, S.761-792 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernandez, Ivan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09763-5
Schlagwörter	College Students; Student Attitudes; Socioeconomic Status; Social Mobility; Student Motivation; Academic Achievement; Goal Orientation; Fear of Success; White Students; Minority Group Students; Racial Differences + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Soziale Mobilität; Schulische Motivation; Schulleistung; Zielorientierung; Zielvorstellung; Leistungsangst; Rassenunterschied
Abstract	Students' beliefs about whether they will experience changes in their socioeconomic status influence their academic motivation. We propose that students who are concerned about downward socioeconomic mobility will focus their attention on negative academic outcomes and exhibit motivational goals oriented towards preventing negative possibilities and that this relationship will be particularly pronounced among students of color. Two studies investigated the relationship between college students' concerns about downward socioeconomic mobility and their adoption of academic achievement goals. The more that students of color expressed concerns about experiencing downward socioeconomic mobility, the more they adopted academic mastery-avoidance goals ([beta] = 0.76), whereas there was no significant relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among White students ([beta] = -0.24; Study 1). Experimentally induced concerns about downward socioeconomic mobility increased academic mastery-avoidance goals among students of color ([beta] = -0.58) but decreased mastery-avoidance goals among White students ([beta] = 0.46; Study 2). Together, results indicate that there is a strong relationship between concerns about downward socioeconomic mobility and mastery-avoidance goals among students of color, highlighting the importance of understating how students of color make sense of their future socioeconomic prospects in order to most effectively support their academic trajectories positively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01