A Brief Report: Factors Influencing African American Youth Decisions to Stay in School

Sharon D. Johnson; Larry E. Davis; Julie Miller-Cribbs; Jeanne Saunders

doi:10.1177/0743558402173001

A Brief Report: Factors Influencing African American Youth Decisions to Stay in School

Sharon D. Johnson, Larry E. Davis, Julie Miller-Cribbs, Jeanne Saunders

University of Missouri-St. Louis

Research output: Contribution to journal › Article › peer-review

Abstract

The goal of the study was to assess positive factors that contribute to African American students' intentions to stay in school. 231 African American students (aged 14-17 yrs) participated in this study. Using the theory of planned behavior (TPB) as a conceptual model, surveys measured student attitudes toward school-year completion, social support for completing the academic year and their perceptions of personal control over school completion. The contributions of self-esteem and racial self-esteem were also examined for their influence on academic strivings. The TPB was a better predictor of intentions to complete the school year than student grade point averages (GPAs). Self-esteem added only slightly to the variance explained in predicting intentions to complete the school year but neither self-esteem nor racial self-esteem was a significant predictor of GPAs.

Original language	American English
Journal	Journal of Adolescent Research
Volume	17
DOIs	https://doi.org/10.1177/0743558402173001
State	Published - 2002

Disciplines

Social and Behavioral Sciences

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10.1177/0743558402173001License: Unspecified

Cite this

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title = "A Brief Report: Factors Influencing African American Youth Decisions to Stay in School",

abstract = " The goal of the study was to assess positive factors that contribute to African American students' intentions to stay in school. 231 African American students (aged 14-17 yrs) participated in this study. Using the theory of planned behavior (TPB) as a conceptual model, surveys measured student attitudes toward school-year completion, social support for completing the academic year and their perceptions of personal control over school completion. The contributions of self-esteem and racial self-esteem were also examined for their influence on academic strivings. The TPB was a better predictor of intentions to complete the school year than student grade point averages (GPAs). Self-esteem added only slightly to the variance explained in predicting intentions to complete the school year but neither self-esteem nor racial self-esteem was a significant predictor of GPAs.",

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AU - Saunders, Jeanne

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N2 - The goal of the study was to assess positive factors that contribute to African American students' intentions to stay in school. 231 African American students (aged 14-17 yrs) participated in this study. Using the theory of planned behavior (TPB) as a conceptual model, surveys measured student attitudes toward school-year completion, social support for completing the academic year and their perceptions of personal control over school completion. The contributions of self-esteem and racial self-esteem were also examined for their influence on academic strivings. The TPB was a better predictor of intentions to complete the school year than student grade point averages (GPAs). Self-esteem added only slightly to the variance explained in predicting intentions to complete the school year but neither self-esteem nor racial self-esteem was a significant predictor of GPAs.

AB - The goal of the study was to assess positive factors that contribute to African American students' intentions to stay in school. 231 African American students (aged 14-17 yrs) participated in this study. Using the theory of planned behavior (TPB) as a conceptual model, surveys measured student attitudes toward school-year completion, social support for completing the academic year and their perceptions of personal control over school completion. The contributions of self-esteem and racial self-esteem were also examined for their influence on academic strivings. The TPB was a better predictor of intentions to complete the school year than student grade point averages (GPAs). Self-esteem added only slightly to the variance explained in predicting intentions to complete the school year but neither self-esteem nor racial self-esteem was a significant predictor of GPAs.

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M3 - Article

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JO - Journal of Adolescent Research

JF - Journal of Adolescent Research

ER -

A Brief Report: Factors Influencing African American Youth Decisions to Stay in School

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