Discrimination, ethnic identity, and social support as predictors of self-efficacy in Arab American adolescents
Abstract
The purpose of this study was to investigate the effects of perceived discrimination, ethnic identity, and social support as predictors of academic efficacy and general self-efficacy in Arab American adolescents. The sample consisted of 85 adolescents who participate in services, events, and/or recreational activities provided by two community based organizations in an urban environment. All participants completed self-report measures following the acquisition of parental consent from participants under age eighteen. The self-report measure included a demographic questionnaire, as well as scales that assessed the influence of five independent variables: perceived discrimination, ethnic identity, parent support, peer support, and social support on two dependent variables: academic efficacy and general self-efficacy. Sequential hierarchical regressions were used to determine both direct and interaction effects of the independent variables on the outcome variables. Limitations of the study included lack of power, which impacted the findings of the study to a marked degree. A primary implication for future research is noted by acquisition of excellent levels of internal consistency by the measures for use with Arab American adolescents. Suggestions for future research include a replication of this study with more participants from diverse settings—such as public schools.
Subject Area
Educational psychology|Clinical psychology
Recommended Citation
Abbassi-Zoabi, Manal J, "Discrimination, ethnic identity, and social support as predictors of self-efficacy in Arab American adolescents" (2012). ETD Collection for Fordham University. AAI3517889.
https://research.library.fordham.edu/dissertations/AAI3517889
