Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities
Bell, Tyronn John
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https://hdl.handle.net/2142/79718
Description
Title
Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities
Author(s)
Bell, Tyronn John
Issue Date
2003
Doctoral Committee Chair(s)
Terence J.G.Tracey
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Black Studies
Language
eng
Abstract
Predictors of academic and psychosocial adjustment for African American students attending a predominantly White university were investigated in this study. Two-hundred and nine African American students attending a large, predominantly White, state university in the Midwest were surveyed. Cultural mistrust, self-efficacy, and outcome expectations were the predictor variables while academic adjustment, social adjustment, personal-emotional adjustment, and attachment to the university were the criterion variables. Cultural mistrust, self-efficacy, and outcome expectations were hypothesized to be significant predictors of the criterion variables. As part of this investigation, an instrument was developed to measure African American students' self-efficacy beliefs and outcome expectations. Confirmatory factor analyses yielded general support for the factor structure of this instrument. Regression analyses revealed that academic self-efficacy for interacting with Whites on campus was a significant predictor of all four criterion variables. Social expectations about other African American on campus was a small, but statistically significant predictor of academic adjustment and attachment to the university. For first year students in the sample, academic self-efficacy beliefs for interacting with Whites was the only significant predictor for all four criterion variables. It was also hypothesized that cultural mistrust would moderate the relationship between self-efficacy and the criterion variables, and between outcome expectations and the criterion variables. Some support for this hypothesis was found. Outcome expectations were hypothesized to moderate the relationship between self-efficacy and the criterion variables, and some support for this relationship was found. Implications of this study for the adjustment process of African American students attending a predominantly White university are offered.
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