The Relationship among Ethnic Identity, Psychological Well-being, Academic Achievement and Intergroup Competence of African American High School Adolescents

Persistent Link:
http://hdl.handle.net/10150/193931
Title:
The Relationship among Ethnic Identity, Psychological Well-being, Academic Achievement and Intergroup Competence of African American High School Adolescents
Author:
Barnett, Thomas D.
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In the last two decades the demographic composition of the United States has witnessed extraordinary changes in the numbers of ethnic minorities, and no where is this more evident than in our nation's public school system. Due to this proliferation of changes in the demographics of our country, serious issues and concerns have been raised with regard to the mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the study was to examine the implications of the relationship of psychological well-being variables (life satisfaction, self-esteem and ethnic identity), mental health depression, and Intergroup interactional competence and academic achievement of school- age adolescents. In group assemblies of varying sizes, seven measures were explained to students to fill out either in school or at home and return to be collected. These measures have been previously utilized and have been found to have adequate reliability and validity (Crumly & Hyers, 2004). The reliability of all the measures was also assessed in this study and was found to have moderate to high range. The study utilized a total sample of 119 African American adolescents from low social economic status ranging in grades from ten through twelve.The findings indicated significant intercorrelations among some selected psychological variables and objective and self-reported measures of achievement. Gender differences were noted in the predictability of achievement of reading. The perceived caring, inter-group anxiety, and psychological sense of membership measures were found to be the best predictors of academic achievement. Implications of the study as well as recommendations for future research in this area are discussed.
Type:
text; Electronic Dissertation
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
School Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala P.
Committee Chair:
Mishra, Shitala P.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Relationship among Ethnic Identity, Psychological Well-being, Academic Achievement and Intergroup Competence of African American High School Adolescentsen_US
dc.creatorBarnett, Thomas D.en_US
dc.contributor.authorBarnett, Thomas D.en_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn the last two decades the demographic composition of the United States has witnessed extraordinary changes in the numbers of ethnic minorities, and no where is this more evident than in our nation's public school system. Due to this proliferation of changes in the demographics of our country, serious issues and concerns have been raised with regard to the mental health and academic achievement of school-age children from diverse ethnic backgrounds. The major purpose of the study was to examine the implications of the relationship of psychological well-being variables (life satisfaction, self-esteem and ethnic identity), mental health depression, and Intergroup interactional competence and academic achievement of school- age adolescents. In group assemblies of varying sizes, seven measures were explained to students to fill out either in school or at home and return to be collected. These measures have been previously utilized and have been found to have adequate reliability and validity (Crumly & Hyers, 2004). The reliability of all the measures was also assessed in this study and was found to have moderate to high range. The study utilized a total sample of 119 African American adolescents from low social economic status ranging in grades from ten through twelve.The findings indicated significant intercorrelations among some selected psychological variables and objective and self-reported measures of achievement. Gender differences were noted in the predictability of achievement of reading. The perceived caring, inter-group anxiety, and psychological sense of membership measures were found to be the best predictors of academic achievement. Implications of the study as well as recommendations for future research in this area are discussed.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitala P.en_US
dc.contributor.chairMishra, Shitala P.en_US
dc.contributor.committeememberPerfect, Michelleen_US
dc.contributor.committeememberUmbreit, Johnen_US
dc.identifier.proquest10697en_US
dc.identifier.oclc659748429en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.