Psychosocial Correlates and Consequences of Adolescents’ Self‐Generated Academic Goals and Appraisals

The current study examined whether characteristics of adolescents (i.e., externalizing problems) and their environments (i.e., social support, adverse childhood experiences) relate to academic goal setting, appraisals, and outcomes. Adolescents (n = 99; 87% Black/African American) 13–16 years old co...

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Bibliographic Details
Published in:Journal of research on adolescence 2021-03, Vol.31 (1), p.204-217
Main Authors: Brumley, Lauren D., Nauphal, Maya, Schwartz, Lisa A., Jaffee, Sara R.
Format: Article
Language:English
Subjects:
Academic achievement
Adolescents
African Americans
Childhood experiences
Childhood factors
Evaluation
Externalizing problems
Goal setting
Interviews
Objectives
Psychosocial factors
School districts
Social networks
Social support
Teenagers
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Summary:The current study examined whether characteristics of adolescents (i.e., externalizing problems) and their environments (i.e., social support, adverse childhood experiences) relate to academic goal setting, appraisals, and outcomes. Adolescents (n = 99; 87% Black/African American) 13–16 years old completed baseline interviews, and 80% also completed follow‐up interviews. Adolescents with more externalizing problems set fewer academic goals, and youth with social networks characterized by greater support (and less strain) appraised their academic goals as more supported and achievable. Adolescents’ appraisals of their academic goals, but not how many academic goals they had, predicted grades at follow‐up. Increasing social support (and reducing social strain) may foster adolescents’ positive appraisals of their academic goals, which may promote academic achievement.
ISSN:1050-8392
1532-7795
DOI:10.1111/jora.12593