Influence of Perceived Contextual Stress on Self-Esteem and Academic Outcomes in African American Adolescents.

Cunningham, Michael; Hurley, Megan; Foney, Dana; Hayes, DeMarquis

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Peer reviewed

ERIC Number: EJ653097

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0095-7984

EISSN: N/A

Influence of Perceived Contextual Stress on Self-Esteem and Academic Outcomes in African American Adolescents.

Cunningham, Michael; Hurley, Megan; Foney, Dana; Hayes, DeMarquis

Journal of Black Psychology, v28 n3 p215-33 Aug 2002

Studied factors that influence academic success among 84 high-achieving African American students exposed to many stressful life events often associated with life in urban neighborhoods. Results show that adolescent-perceived hassles were indications of parental monitoring, and parental monitoring was positively related to self-esteem. Discusses circumstances in which school mediates the relationship between perceived stressful life events and grade point average. (SLD)

Descriptors: Academic Achievement, Adolescents, Blacks, Context Effect, Outcomes of Education, Parent Child Relationship, Self Esteem, Stress Variables, Urban Youth

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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