Self-Concept and Motivational Patterns of Resilient African American High School Students

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Abstract
This study of 138 urban subjects examined the role of self-concept and motivation in aiding resilient African American high school sophomores to obtain academic competence. In this study, high school sophomoresfrom an impoverished, stressful background with grade point averages of 2.75 or above were considered academically resilient. To determine resiliency status, socioeconomic status was determined by the Hollingshead Two Factor Index and stress by a self-report measure. Self-concept and motivation were measured by the High School Assessment of Academic Self-Concept and the Assessment of Personal Agency Beliefs. Findings suggest that resilient African American high school students differedfrom their nonresilient peers in the cognitive domain: cognitive ability, cognitive environmental support, cognitive control, and cognitive importance. They also placed more emphasis on extracurricular activities and material gain.

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