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ERIC Number: EJ878471
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0022-2984
Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education
Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.
Journal of Negro Education, v78 n2 p159-171 Spr 2009
This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore, Motivation to Know partially mediated the relationship between self-efficacy beliefs and academic adjustment. Contrary to prediction, extrinsic motivation did not mediate the relationship between self-efficacy beliefs and academic adjustment. The implications of these findings for faculty, higher education administrators, and mental health counselors are provided, as well directions for future research. (Contains 2 figures and 1 table.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A