An Investigation of Academic Self-Concept and its Relationship to Academic Achievement in African American College Students

By Kevin Cokley. 2000

303 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/80a177982e06d6a62db460d1bf3369f7e7ac03b2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “Construct validity has been demonstrated through positive correlations with grade point average (Cokley, 2000; 2002).”
A Study of the Relationship between Motivation, Self-concept and Academic Achievement of Students at a University in Limpopo Province, South Africa (2014, background): “college students (Cokley 2000), there was a strong positive correlation between academic self-concept and grade point average (GPA) scores.”
Resilience, Academic Self-Concept, and College Adjustment Among First-Year Students (2018, background): “Academic self-concept has broadly been defined as the relative ideas and feelings students hold of their intellectual or academic skills, particularly when comparing them with other students (Bong & Skaalvik, 2003; Cokley, 2000; Preckel et al., 2017).”
What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth. (2003, background): “, 2001) and grade point average (Cokley, 2000).”
The Influence of Racism-Related Stress on the Academic Motivation of Black and Latino/a Students (2010, background): “Learning from studies like Cokley (2000) and Griffin (2006) that provide some insight into factors influencing academic success of students of color is essential.”
The Voice of Reason: A Qualitative Examination of Black Student Perceptions of Black Culture Centers (2006, unknown): “…not limited, to college adjustment (Feagin, Vera, & Imani, 1996; Hinderlie & Kenny, 2002; Smedley, Myers, & Harrell, 1993), retention (Bean, 1990; Cokley, 2000; Hu & St. John, 2001), campus racial climate (Ancis, Sedlacek, & Mohr, 2000; Cabrera, Nora, Terenzini, Pascarella, & Hagedorn, 1999;…”
Judgments of self-perceived academic competence and their differential impact on students’ achievement motivation, learning approach, and academic performance (2010, background): “Though it is likely that a student’s academic self-concept is multidimensional and domain-specific, it remains important to assess how students feel about their overall academic abilities, particularly because research has shown that an overall academic self-concept is a good predictor of GPA (Cokle”
“I am because we are:” collectivism as a foundational characteristic of African American college student identity and academic achievement (2009, background): “For example, a study examining the impact of the university environment on academic self-concept, which was defined as an individual’s perceptions of his or her academic ability, revealed that studentsattendinghistoricallyBlackcollegesreportedhavingpositivestudent–faculty interactions as the most si”
Racial Stereotypes and Gender in Context: African Americans at Predominantly Black and Predominantly White Colleges (2004, unknown): “…perspective, Fleming (1984), in her earlier study of African American college students, and more recently, Allen (1992), Davis (1995), and Cokley (2000, 2001), suggested that PWI educational systems respond more negatively to African American men compared to African American women, and,…”
The roles of ethnic identity, anti-white attitudes, and academic self-concept in African American student achievement (2008, background): “As part of the larger construct of quality of student– faculty interactions, we expected perceptions of caring faculty to positively predict academic self-concept ( Cokley 2000a, b; Cokley 2002a, b; Cokley et al. 2004).”
Academic self-concept, perceptions of the learning environment, engagement, and learning outcomes of university students: relationships and causal ordering (2021, background): “For instance, some researchers have reported the correlations between academic self-concept and academic achievement (e.g., Cokley, 2000; Kornilova et al., 2009).”
A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, background): “…and Sax 2011; Pascarella and Terenzini 1976, 1977, 1978, 1979; Terenzini and Pascarella 1977, 1978, 1980; Volkwein et al. 1986), greater educational aspiration (Kim 2010; Kim and Sax 2009), and gains in academic self-concept (Clark et al. 2002; Cokley 2000a, b; Cole 2007, 2011; Kim and Sax 2014).”
The Effects of Student–Faculty Interaction on Academic Self-Concept: Does Academic Major Matter? (2014, background): “…that students’ interaction with faculty—whether inside or outside the classroom, or whether related to research, courses, or other contexts—significantly contributes to improvement in their academic self-concept (Astin 1993; Berger & Milem 2000a; Cokley 2000a; Cole 2007, 2011; Szelenyi 2002).”
Prejudice in Schools: Promotion of an Inclusive Culture and Climate (2010, background): “Other studies have indicated that integration has not increased contact and improved relationships among students of color and White children, and that in the culmination of the educational process African American students often perform better in historically all Black colleges and universities (Co”