The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning Among Urban Youth

被引：10

作者：

Perry, Justin C. ^{[1
]}

Fisher, Alexandra L. ^{[3
]}

Caemmerer, Jacqueline M. ^{[4
]}

Keith, Timothy Z. ^{[5
,6
]}

Poklar, Ashley E. ^{[2
]}

机构：

[1] Cleveland State Univ, Dept Counseling Adm Supervis & Adult Learning, Julka Hall 275,2121 Euclid Ave, Cleveland, OH 44115 USA

[2] Cleveland State Univ, Counseling Psychol Program, Cleveland, OH 44115 USA

[3] Univ Texas Austin, Austin, TX 78712 USA

[4] Univ Texas Austin, Sch Psychol Program, Austin, TX 78712 USA

[5] Univ Texas Austin, Educ Psychol, Austin, TX 78712 USA

[6] Univ Texas Austin, Sch Psychol Programs, Austin, TX 78712 USA

来源：

YOUTH & SOCIETY | 2018年 / 50卷 / 04期

关键词：

self-regulation; urban youth; social support; coping skills; AFRICAN-AMERICAN; AUTONOMY SUPPORT; INTERNALIZING SYMPTOMS; COMMUNITY VIOLENCE; SCHOOL ENGAGEMENT; ADOLESCENTS; STRATEGIES; MIDDLE; ACHIEVEMENT; PERCEPTIONS;

D O I：

10.1177/0044118X15618313

中图分类号：

D58 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

摘要：

Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping skills as predictors of self-regulated learning among a diverse sample of urban youth (N = 229). Based on a cross-sectional and longitudinal design, structural equation modeling was used to test two models. Social support predicted self-regulated learning at Time 1 and Time 2 after controlling for grades. Results further indicated that coping skills did not predict self-regulated learning in either model. The implications for practice, limitations of the study, and future directions for research are discussed.

引用

页码：551 / 570

页数：20

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