Self-Regulation and Stigma Consciousness: The Moderating Role of Attributional Beliefs

• In Event: Poster Session 19
  In Poster Session: Cognitive Processes and Self-Regulated Learning

Abstract

This study investigated how academic attributions (control vs. uncontrollable) influenced the relationship between stigma consciousness and self-regulation in 149 undergraduate students. Attributions were hypothesized to moderate the relationship between stigma consciousness and self-regulation. The results revealed that regardless of minority status, students who made more uncontrollable attributions were more likely to experience elevated stigma consciousness levels than students who made more controllable attributions to performance. Moderation analyses revealed that attributions had significantly moderated the relationship between self-regulation (e.g., metacognitive self-regulation, effort regulation, help-seeking, and self-efficacy) and stigma consciousness for minority students only. Overall, students who made more controllable attributions to success were more likely to have more effective self-regulatory skills, which were related to lower levels of stigma consciousness.

Author

• Faye Huie, George Mason University