The DOI matches its OpenAlex record; 28 of the 28 references it cites were found in a registry or an index.
Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School
Abstract
This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10- to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self, and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.
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Cites
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The Truly Disadvantaged: The Inner City, The Underclass, and Public Policy.
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Wilson, W. J. (2018) · Color Class Identity · doi:10.4324/9780429501531-11 · Cited by 3,503
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Cited by
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
The Construct of Resilience: A Critical Evaluation and Guidelines for Future Work
Luthar, S. S., Cicchetti, D., & Becker, B. (2000) · Child Development · doi:10.1111/1467-8624.00164 · Cited by 9,381
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037
Metadata
- Authors
- Connell, J. P., Spencer, M. B., & Aber, J. L.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1994-04-01
- Volume
- 65
- Issue
- 2
- Pages
- 493-506
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2007707635
- Cited by
- 608
- References
- 28
- FWCI
- 53.38
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School. https://app.cochat.ai/papers/10.1111/j.1467-8624.1994.tb00765.x
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- Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School. Child Development. https://doi.org/10.1111/j.1467-8624.1994.tb00765.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
