Date of Award
Campus Access Thesis
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.
Asiamah, D. D.(2010). African Self-Consciousness and Academic Outcomes Among African-American Students at a Predominantly White University: An Examination of the Mediating Role of Social Support. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/129