School Belonging, Educational Aspirations, and Academic Self-Efficacy Among African American Male High School Students: Implications for School Counselors

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptio...

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Bibliographic Details
Published in:Professional school counseling 2008-06, Vol.11 (5), p.296-305
Main Authors: Uwah, Chinwé J., McMahon, H. George, Furlow, Carolyn F.
Format: Article
Language:English
Subjects:
Academic achievement
Academic advising
Academic Aspiration
Academic education
Adolescents
African American culture
African American Students
African Americans
Analysis
Correlation
Educational Environment
Evaluation
FEATURES
High School Students
High schools
Males
Minority & ethnic groups
Minority group students
Multiple Regression Analysis
Psychological aspects
School Counselors
Secondary school students
Self Efficacy
Self-efficacy (Psychology)
Social aspects
Student Adjustment
Student aspirations
Student Participation
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Summary:While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.
ISSN:1096-2409
2156-759X
DOI:10.1177/2156759X0801100503