Factors Related to Academic Self-Handicapping in Black Students Attending a Predominantly White University

Autor/inn/en	Robinson, Dwan; Suhr, Julie; Buelow, Melissa; Beasley, Catrina
Titel	Factors Related to Academic Self-Handicapping in Black Students Attending a Predominantly White University
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 5, S.1437-1454 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Suhr, Julie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-023-09798-8
Schlagwörter	Self Destructive Behavior; Self Control; African American Students; College Students; Student Behavior; Predominantly White Institutions; Gender Differences; First Generation College Students; Family Influence; Racial Discrimination; Racial Identification; Goal Orientation; Fear of Success; Student Motivation; Intervention + Suchen Sie Ihr Suchwort? Self destrucive behaviour; Selbstzerstörung; Selbstbeherrschung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Racial bias; Rassismus; Zielorientierung; Zielvorstellung; Leistungsangst; Schulische Motivation
Abstract	The goal of the present study was to examine factors associated with academic self-handicapping in Black students attending a predominantly white university. Factors examined included sociodemographic factors (gender, first-generation college student status); psychological factors (family support, perceived discrimination, Black identity); and academic goal orientation. Participants were 240 Black/African American students who were part of a deidentified dataset from a larger study examining undergraduate student's personal experiences and psychosocial correlates of academic self-handicapping (mean age 19.20, 107 first-generation students, 96 men, 144 women). First-generation status and gender were not related to academic self-handicapping. Lower family support, higher Black identity positive regard, and higher perceived discrimination were associated with higher academic self-handicapping. Higher self-handicapping was also related to lower mastery orientation, but higher approach and avoidance orientation. In regression models, family support, Black identity positive regard, and approach/avoidance motivation remained unique predictors of academic self-handicapping. Results suggest that higher education stakeholders focus on strategies and systems of supports to minimize self-handicapping. Stakeholders may also consider interventions focused on enhancing racial identity or directly addressing academic self-handicapping tendencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01