Goal Engagement and Goal Disengagement Strategy Utilization Among Ethnically Diverse College Students

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - Education, Schooling

Abstract

Racially minoritized students (i.e., Black/African American and Hispanic/Latinx students) face additional social and academic challenges at the university compared to their non-minoritized counterparts (i.e., White and Asian American students) including perceived discrimination, acculturative and minority stress, and diminished social support (Lee, 2002). These additional challenges contribute to an academic achievement gap in which racially minoritized students earn lower grades and graduate at lower rates than their non-minoritized peers (Stewart et al., 1999; Lott & Rogers, 2011). Motivational strategies like goal engagement and disengagement consist of a unique combination of motivational strategies (e.g., primary and secondary control strategies) that promote goal achievement (Heckhausen et al., 2010). In undergraduates, goal engagement is associated with lowered perceived stress, positive emotions, greater motivation, and greater academic success (Hall et al., 2006). Goal disengagement, however, can be situationally adaptive, predicting goal reengagement which relates to greater subjective wellbeing, or disruptive, predicting goal abandonment which relates to higher perceived stress and reduced motivation, effort, and performance (Kohs et al., 2013, Wrosch et al., 2003). The relationship between student engagement and achievement is well-documented, yet few studies have considered ethnic or cultural differences in goal engagement and disengagement strategy utilization. In a previous study using community college students, Villarreal (2017) found that Latinx students reported higher levels of goal engagement than Asian American or White students. The current study examines patterns of goal engagement and disengagement strategies reported among racially minoritized and non-minoritized students pursuing post-secondary education. Consistent with Villarreal (2017), we expect that racially minoritized students will report greater utilization of goal engagement strategies than non-minoritized students. Because of the various challenges faced, we expect that racially minoritized students will report greater utilization of disengagement strategies compared to non-minoritized students. Furthermore, because of the achievement gap, we expect differences in GPA between racially minoritized and non-racially minoritized college students, with minoritized students reporting lower average GPAs than their non-minoritized counterparts.
Over 400 students (M age = 21.39 years, SD = 4.21; Female 84.3%, Male 15.7%; 56.1% from a non-minoritized background, 43.9% from a racially minoritized background) from a public, four-year university participated in an online survey. Goal engagement and disengagement strategies were measured using the Optimization of Primary and Secondary Control Scale (OPS; Heckhausen, 2003). GPA was self-reported.
We received partial support for our hypotheses. Racially minoritized students reported higher endorsement of goal engagement strategies compared to non-minoritized students. However, counter to our prediction, non-minoritized students reported higher average use of goal disengagement than minoritized students. There were no differences in racial or ethnic group identification in GPA, suggesting similar academic performance among racially minoritized and non-minoritized students. These preliminary findings suggest a strong motivational profile among racially minoritized students (i.e., high levels of goal engagement and low levels of goal disengagement). Future research should delve deeper into how motivational strategies could serve as a protective factor or buffer against additional social and academic challenges that racially minoritized students experience at the university.

Authors

• Bernardo Sosa-Rosales, Humboldt State University
  Presenting Author

• Kevin Doug Cherry, Humboldt State University
  Non-Presenting Author

• Brandilynn Villarreal, Humboldt State University
  Non-Presenting Author