Date of Award

1-1-2010

Document Type

Campus Access Thesis

Department

Psychology

Sub-Department

Clinical-Community Psychology

First Advisor

Tawanda Greer

Abstract

The extent to which social supports mediated the relationship between African Self-Consciousness and Academic Self-Concept were examined among 158 African American students (53 males and 105 females) attending a Predominantly White University. Hierarchical mediated regression analyses were conducted to test the relationships. Mediation could not be established between the variables of interest; however, there were significant relationships between the social support measures of interest; the interpersonal support evaluation list (ISEL) Belonging and Self-Esteem subscales, as well as the friends and family scales of the Social Supportive Behaviors (SSB) scale and Academic Self-Concept. The important roles of social support and African-America student academic outcomes are discussed.

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