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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["Asiamah, David Dei"],"institution":null,"degree_name":"M.A.","degree_level":"Campus Access Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Tawanda Greer"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:36:50Z","subjects":["Psychology","Social and Behavioral Sciences","Academic Outcomes","African Self-Concept","African-American","College Students","Mediation","Social Support"],"languages":[],"rights":["© 2010, David Dei Asiamah"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/129","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tawanda Greer"]},{"key":"dc:creator","label":"Author","values":["Asiamah, David Dei"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Social and Behavioral Sciences","Academic Outcomes","African Self-Concept","African-American","College Students","Mediation","Social Support"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, David Dei Asiamah"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/129"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["African Self-Consciousness and Academic Outcomes Among African-American Students at a Predominantly White University: An Examination of the Mediating Role of Social Support"]}]}],"canonical_facts":{"dc:contributor":["Tawanda Greer"],"dc:creator":["Asiamah, David Dei"],"dc:description.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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