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Academic attitudes and psychological...

The Chicago School of Professional Psychology.

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Academic attitudes and psychological well-being of African-American psychology graduate students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Academic attitudes and psychological well-being of African-American psychology graduate students./
Author:	Uqdah, Aesha L.
Description:	66 p.
Notes:	Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1359.
Contained By:	Dissertation Abstracts International70-02B.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3347712
ISBN:	9781109029420

Academic attitudes and psychological well-being of African-American psychology graduate students.
Uqdah, Aesha L.

Academic attitudes and psychological well-being of African-American psychology graduate students. - 66 p.

Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1359.

Thesis (Psy.D.)--The Chicago School of Professional Psychology, 2009.

There has been a great deal of research exploring factors influencing academic success in African-American college students. While there is a paucity of research on African-American graduate students, researchers can borrow from the research on African-American undergraduate students to determine possible relationships to be investigated for African-American graduate students. Academic self-concept (ASC) and academic motivation (ACM) are among the factors previously investigated in undergraduates. The negative relationship between ASC and anxiety has garnered support in previous research (Cokley, 2000; Onwuegbuzie, 1999). There is also research to support the idea that graduate students in general are at risk for both physical and psychological problems due in part to changes that may come with beginning a graduate program (Bowman & Bowman, 1990). The goal of this study is to explore the relationships between academic self-concept, perception of competency in related domains, and academic motivation (intrinsic, extrinsic, and amotivation), and reported anxiety and depression among African-American psychology graduate students. Quantitative methodology was used in order to (a) measure whether a higher self concept and types of motivation were associated with lower reported anxiety and depression, and (b) answer the research question: "Is there a relationship between academic motivation, perception of competence and reported levels of anxiety and depression?" Results indicated that a higher ASC and perceptions of competence in general, academic, interpersonal, and leisure domains were related to lower depression scores. Intrinsic motivation was also found to be related to lower depression scores. Intrinsic motivation to know as well as extrinsic identified motivation were negatively correlated with anxiety. Hierarchical regression revealed that leisure competence predicted lower depression scores for participants.

ISBN: 9781109029420Subjects--Topical Terms:

1017673
Black Studies.

Academic attitudes and psychological well-being of African-American psychology graduate students.
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520 $a There has been a great deal of research exploring factors influencing academic success in African-American college students. While there is a paucity of research on African-American graduate students, researchers can borrow from the research on African-American undergraduate students to determine possible relationships to be investigated for African-American graduate students. Academic self-concept (ASC) and academic motivation (ACM) are among the factors previously investigated in undergraduates. The negative relationship between ASC and anxiety has garnered support in previous research (Cokley, 2000; Onwuegbuzie, 1999). There is also research to support the idea that graduate students in general are at risk for both physical and psychological problems due in part to changes that may come with beginning a graduate program (Bowman & Bowman, 1990). The goal of this study is to explore the relationships between academic self-concept, perception of competency in related domains, and academic motivation (intrinsic, extrinsic, and amotivation), and reported anxiety and depression among African-American psychology graduate students. Quantitative methodology was used in order to (a) measure whether a higher self concept and types of motivation were associated with lower reported anxiety and depression, and (b) answer the research question: "Is there a relationship between academic motivation, perception of competence and reported levels of anxiety and depression?" Results indicated that a higher ASC and perceptions of competence in general, academic, interpersonal, and leisure domains were related to lower depression scores. Intrinsic motivation was also found to be related to lower depression scores. Intrinsic motivation to know as well as extrinsic identified motivation were negatively correlated with anxiety. Hierarchical regression revealed that leisure competence predicted lower depression scores for participants.
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