{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79718"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79718","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cultural Mistrust, Self -Efficacy, and Outcome Expectations as Predictors of Academic and Psychosocial Adjustment for African -American College Students at Predominantly White Universities","abstract":"Predictors of academic and psychosocial adjustment for African American students attending a predominantly White university were investigated in this study. Two-hundred and nine African American students attending a large, predominantly White, state university in the Midwest were surveyed. Cultural mistrust, self-efficacy, and outcome expectations were the predictor variables while academic adjustment, social adjustment, personal-emotional adjustment, and attachment to the university were the criterion variables. Cultural mistrust, self-efficacy, and outcome expectations were hypothesized to be significant predictors of the criterion variables. As part of this investigation, an instrument was developed to measure African American students' self-efficacy beliefs and outcome expectations. Confirmatory factor analyses yielded general support for the factor structure of this instrument. Regression analyses revealed that academic self-efficacy for interacting with Whites on campus was a significant predictor of all four criterion variables. Social expectations about other African American on campus was a small, but statistically significant predictor of academic adjustment and attachment to the university. For first year students in the sample, academic self-efficacy beliefs for interacting with Whites was the only significant predictor for all four criterion variables. It was also hypothesized that cultural mistrust would moderate the relationship between self-efficacy and the criterion variables, and between outcome expectations and the criterion variables. Some support for this hypothesis was found. Outcome expectations were hypothesized to moderate the relationship between self-efficacy and the criterion variables, and some support for this relationship was found. Implications of this study for the adjustment process of African American students attending a predominantly White university are offered.","abstract_html":"Predictors of academic and psychosocial adjustment for African American students attending a predominantly White university were investigated in this study. Two-hundred and nine African American students attending a large, predominantly White, state university in the Midwest were surveyed. Cultural mistrust, self-efficacy, and outcome expectations were the predictor variables while academic adjustment, social adjustment, personal-emotional adjustment, and attachment to the university were the criterion variables. Cultural mistrust, self-efficacy, and outcome expectations were hypothesized to be significant predictors of the criterion variables. As part of this investigation, an instrument was developed to measure African American students' self-efficacy beliefs and outcome expectations. Confirmatory factor analyses yielded general support for the factor structure of this instrument. Regression analyses revealed that academic self-efficacy for interacting with Whites on campus was a significant predictor of all four criterion variables. Social expectations about other African American on campus was a small, but statistically significant predictor of academic adjustment and attachment to the university. For first year students in the sample, academic self-efficacy beliefs for interacting with Whites was the only significant predictor for all four criterion variables. It was also hypothesized that cultural mistrust would moderate the relationship between self-efficacy and the criterion variables, and between outcome expectations and the criterion variables. Some support for this hypothesis was found. Outcome expectations were hypothesized to moderate the relationship between self-efficacy and the criterion variables, and some support for this relationship was found. Implications of this study for the adjustment process of African American students attending a predominantly White university are offered.","abstract_has_math":false,"creators":["Bell, Tyronn John"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Terence J.G.Tracey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:09Z","date_published":"2015-09-25T19:53:09Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Black Studies"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086014"],"render_values":[{"text":"(MiAaPQ)AAI3086014","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79718","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Terence J.G.Tracey"]},{"key":"dc:creator","label":"Author","values":["Bell, Tyronn John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:09Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black Studies"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79718","(MiAaPQ)AAI3086014"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Predictors of academic and psychosocial adjustment for African American students attending a predominantly White university were investigated in this study. 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Social expectations about other African American on campus was a small, but statistically significant predictor of academic adjustment and attachment to the university. For first year students in the sample, academic self-efficacy beliefs for interacting with Whites was the only significant predictor for all four criterion variables. It was also hypothesized that cultural mistrust would moderate the relationship between self-efficacy and the criterion variables, and between outcome expectations and the criterion variables. Some support for this hypothesis was found. Outcome expectations were hypothesized to moderate the relationship between self-efficacy and the criterion variables, and some support for this relationship was found. Implications of this study for the adjustment process of African American students attending a predominantly White university are offered.","Made available in DSpace on 2015-09-25T19:53:09Z (GMT). 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