ERIC Number: EJ1174523
Record Type: Journal
Publication Date: 2018-May
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0044-118X
EISSN: N/A
The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth
Perry, Justin C.; Fisher, Alexandra L.; Caemmerer, Jacqueline M.; Keith, Timothy Z.; Poklar, Ashley E.
Youth & Society, v50 n4 p551-570 May 2018
Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth (N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed.
Descriptors: Social Support Groups, Coping, Self Management, Independent Study, Urban Youth, Predictor Variables, Case Studies, Longitudinal Studies, Structural Equation Models, Grades (Scholastic), Self Determination, Public Schools, High School Students, Factor Analysis, Learning Strategies, Questionnaires, Statistical Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
IES Funded: Yes
Grant or Contract Numbers: R305A100094