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Gepubliceerd in: Journal of Child and Family Studies 1/2012

01-02-2012 | Original Paper

Neighborhood & Family Effects on Learning Motivation among Urban African American Middle School Youth

Auteurs: Damiya Whitaker, Camelia Graham, Stevan Geoffrey Severtson, C. Debra Furr-Holden, William Latimer

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2012

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Abstract

Motivational theorists in psychology have moved away from individual-based approaches to socio-cognitive and socio-ecological models to explain student engagement and motivation for learning. Such approaches consider, for example, the influence of family and neighborhood environments as important constructs in youth behavior. In this study, links between neighborhood condition (e.g. external appearance of the blocks nearest to the respondents’ home), family dysfunction, and motivation for learning are investigated. Data were obtained from two hundred and sixteen (216) urban African American middle school children enrolled in a substance use prevention intervention. Analytic models show associations between poor neighborhood condition, and both family dysfunction and lower learning motivation, and poor neighborhood condition and lower learning motivation. Family dysfunction was also found to mediate the effect of neighborhood condition on motivated learning. Neighborhood and family characteristics are important determinants of urban schoolchildren’s motivation for learning.
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Metagegevens
Titel
Neighborhood & Family Effects on Learning Motivation among Urban African American Middle School Youth
Auteurs
Damiya Whitaker
Camelia Graham
Stevan Geoffrey Severtson
C. Debra Furr-Holden
William Latimer
Publicatiedatum
01-02-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 1/2012
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-011-9456-1

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