Understanding the Connection Among Belonging, Resilience, and Self-Regulatory Learning Among Urban Youth: A Structural Equation Modeling Model

• In Event: Poster Session 7
  In Poster Session: Counseling Psychology Poster Session 2

Abstract

Counseling psychologists have long been interested in academic performance in youth (Baskin et. al., 2010; Slaten & Baskin, 2014). This interest is unsurprising given the rich history counseling psychology has in the school setting and the strong connection between mental health and academic related outcomes (Baskin et. al., 2010). Further, there has been a growing interest in understanding how social-emotional factors impact students’ learning, development, and academic performance in schools (Durlak et. al., 201l). This study examines the relationship between the social-emotional factors of resilience, academic self-efficacy, and belongingness on self-regulatory learning in a racially mixed sample of elementary and middle school students.

Authors

• Christopher D. Slaten, University of Missouri - Columbia

• Ming Ming Chiu, Purdue University

• Zachary Elison, Purdue University

• Chad Allen Rose, University of Missouri - Columbia