THE ROLE OF SELF- PROTECTION IN UNDERGRADUATE ACHIEVEMENT By Carlos Moreno Dr. Scott Roberts & Dr. Charles Stangor Mentors.

THE ROLE OF SELF-PROTECTION INUNDERGRADUATE ACHIEVEMENT

By Carlos Moreno

Dr. Scott Roberts & Dr. Charles Stangor Mentors

Improvements and Innovations Overall Performance

Course Content Critical Thinking Communication Skills

Key Variables: Demographics Expectations Perception of learning experiences

Purpose?

We can’t?!

“High school graduates from low- and moderate-income families are much less likely than those from higher-income families to enroll in college, and the gaps in completion rates are even larger. Unfortunately, this very real problem has led some observers to the unwarranted conclusion that people who do not have strong academic preparation, who do not have the required financial resources, or who are unfamiliar with the expectations and requirements of colleges and universities should not pursue postsecondary education” (College Board, 2010; p.8).

Why is it important?

Individual Approach to the Problem! Cognitive Processes Self-Protection Goal Orientation Expectation

Background

Goal Orientation: Ego Orientation

Outperforming others Task Orientation

Great effort during task

Mutually Exclusive?

Source: Martin et al., 2003.; Norem and Cantor, 1986a, 1986b; Norem, 2000.

Ability v. Self Worth

Self-Worth Motivation Theory Martin V. Covington

Ability = Self-WorthLow ability reduces self-worth

Protect!Source: Convington, 1992

Self-Protecting Strategy

Defensive Pessimism Low Expectations Coping with Anxiety

Successful Performance

Goal Orientation Ego-Orientated & Task Orientated – Ability is

important!

Source: Martin et al., 2003.; Norem and Cantor, 1986a, 1986b; Norem, 2000.

Low Expectations?

Self-Fulfilling Prophecy Robert Merton – 20th Century Sociologist

What Happens? Individuals’ expectations alter actions

Fulfilling the expectations!

Source: Robert Merton, 1949

Purpose of Study

Investigate the defensive strategy of students Defensive Pessimism vs. Self-Fulfilling

Prophecy Key Characteristics:

Demographics: Asian, Asian American, or Pacific Islander Black or African American White (non-Hispanic) Hispanic*

Mexican or Mexican American Puerto Rican Other Latino or Hispanic

Main Question

Main Question How do defensive pessimism styles and

behaviors effect Hispanic and Blacks or African Americans students compared to Whites, and Asians, Asian Americans, or Pacific Islanders?

Hypothesis

Blacks or African Americans and Hispanics have higher levels of defensive pessimism than Whites and Asians, Asian Americans, or Pacific Islanders that negatively affect their academic performance.

Sample

Census/Convenience Sample (N=1086) Four Psychology Courses

Characteristic of the sample Race/Ethnicity Socioeconomic status Current GPA Expected Grade

Psychology Courses

PSYC100 Introduction to Psychology- A basic introductory course, intended to bring the student into contact with the major problems confronting psychology and the more important attempts at their solution

PSYC200 Statistical Methods in Psychology- A basic introduction to quantitative methods used in psychological research

PSYC221 Social Psychology- The influence of social factors on the individual and on interpersonal behavior. Includes topics such as conformity, attitude change, person perception, interpersonal attraction, and group behavior

PSYC300 Research Methods in Psychology Laboratory- A general introduction and overview to the fundamental theoretical, conceptual, and practical issues in psychological research in both the laboratory and the field

Instrumentation and Data Collection Beginning of Semester Survey, Spring 2012 Mid-semester Survey, Spring 2012

Sample Questions: What is your racial or ethnic Identification?

1) American Indian or other Native American 2) Asian, Asian American, or Pacific Islander 3) Black or African American 4) White (non-Hispanic) 5) Mexican or Mexican American 6) Puerto Rican 7) Other Hispanic or Latino/a 8) Multiracial 9) Other 10) I prefer not to respond

Key Questions to Determine Defensive Pessimism or Other Predictions

2012 Mid-semester survey: Students from PSYC 100, 200, 221, 300

What is your Current GPA?1. D2. C-3. C4. C+5. B-6. B7. B+8. A-9. A10.A+

What do you expect to receive in the class?1. D2. C-3. C4. C+5. B-6. B7. B+8. A-9. A10.A+

Data Analysis

SPSS Software Descriptive and Inferential (ANOVA)

Statistics

Results: Demographics

65% 12%

6%17%

N=558

Results: Self-Reported Current GPA

N= 721M= 6.72SD =2.142Median= 7.0

Results: Self-Reported Current GPA by Ethnicity/ Race Background3478

Results: Expected Grade

N= 709M= 7.51SD =1.719Median= 8.0

Results: Expected Grade by Ethnicity/ Race Background

Expectation Type: Mean Difference

(Expectation Type: Expected Grade - Current GPA).

Pessimistic

Optimistic

Realistic

Expectation Type: Mean Difference By Ethnicity/ Race Background

Mean Difference Between Expected Grade and Current GPA by Ethnicity/Race (Expectation Type: Pessimistic, Realistic, Optimistic)

Type of Student

Type of Student

Distribution for mean difference expectation ( Expected Grade & Current GPA) by type of student.

Pessimistic

Optimisti

c

Overall Distribution

Optimisti

c

Pessimistic

Overall Distribution

Optimisti

c

Pessimistic

Overall Distribution

Pessimistic

Optimisti

c

Overall Distribution

Pessimistic

Optimisti

c

Type of Student

Distribution for mean difference expectation ( Expected Grade & Current GPA) by type of student.

Pessimistic

Optimisti

c

Conclusion

Hispanics and Blacks or African Americans Highest Expectations Lowest GPA

Whites and Asians, Asian Americans, or Pacific Islanders Lowest Expectations Highest GPA

Limitations

Limitations Response Rates Sample size Honesty Label – Latino? Hispanic? Nationality?

Future

• Defensive Strategy by Socioeconomic Status

• Final Grades• Defensive Pessimism vs. Self-Fulfilling Prophecy?

Acknowledgements

Mentors Dr. Scott Roberts Dr. Charles Stangor

McNair Administrators and Faculty Dr. Terri Wright Sachi Edwards Dr. Bullock Dr. Lewis Mary Campton

McNair Scholars!AP - Miji Um

References

College Board. (2010). Education Pays: The Benefits of Higher Education for Individuals and Society. Retrieved June 12, 2012, from http://trends.collegeboard.org/downloads/Education_Pays_2010.pdf

Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport.

Journal Of Educational Psychology, 84(3), 290-299.

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.

Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal Of Educational Psychology, 95(3), 617-628.

National Center for Education Statistics, U.S. Department of Education. (2012). Postsecondary Graduation Rates. Retrieved June 1, 2012, from the National Center for Education Statistics Web site: http://nces.ed.gov/programs/coe/indicator_pgr.asp#info

National Center for Education Statistics, U.S. Department of Education. (2010). Status and Trends in the Education of Racial and Ethnic Groups. Retrieved May 21, 2012, from the National Center for Education Statistics Web site: http://nces.ed.gov/pubs2010/2010015/indicator6_24.asp

Norem, J.K. (2001). DEFENSIVE PESSIMISM, OPTIMISM, AND PESSIMISM. In E.C. Chang (Ed.) Optimism & pessimism: Implications for theory, research, and practice (pp. 77-100). Washington, DC: American Psychological Association.

Norem, J. K., & Cantor, N. (1986a). Anticipatory and post hoc cushioning strategies: Optimism and defensive pessimism in “risky” situations. Cognitive Therapy and Research, 10, 3, 347-362.

Norem, J. K., & Cantor, N. (1986b). Defensive pessimism: Harnessing anxiety as motivation. Journal Of Personality And Social Psychology, 51(6), 1208-1217.

Richardson, M., Abraham, C., & Bond, R. (January 01, 2012). Psychological correlates of university students' academic performance: a systematic review and meta-analysis. Psychological Bulletin, 138, 2, 353-87.

White, J., & Lowenthal, P. R. (2011). Minority college students and tacit 'codes of power': Developing academic discourses and identities. Review Of Higher Education: Journal Of The Association For The Study Of Higher Education, 34(2), 283-318.

References

Shultziner, D., & Rabinovici, I. (2012). Human dignity, self-worth, and humiliation: A comparative legal–psychological approach. Psychology, Public Policy, And Law, 18(1), 105-143

U.S. Census Bureau. (2012). The 2012 Statistical Abstract: Income, Expenditures, Poverty, and Wealth. 431-470. Retrieved May 18, 2012, from http://www.census.gov/prod/2011pubs/12statab/income.pdf

U.S. Census Bureau. (2011). Hispanic Heritage Month 2011: Sept. 15 - Oct. 15. Retrieved from http://www.census.gov/newsroom/releases/archives/facts_for_features_special_editions/cb11-ff18.html

Email: [email protected]

Phone: 914-819-3765

Contact Information

Questions?

U.S. Census Stats

U.S. Census Bureau. (2012). The 2012 Statistical Abstract: Income, Expenditures, Poverty, and Wealth. 431-470. Retrieved May 18, 2012, from http://www.census.gov/prod/2011pubs/12statab/income.pdf

College Board

Academic Achievement by Race/ Ethnicity Enrollment Retention Rates Graduation Rates

Found: College Board. (2010). Education Pays: The Benefits of Higher Education for Individuals and Society. Retrieved June 12, 2012, from http://trends.collegeboard.org/downloads/Education_Pays_2010.pdf

http://trends.collegeboard.org/downloads/Education_Pays_2010.pdf

Self-Esteem

Self-Esteem Literature Schmader, T., Major, B., & Gramzow, R. H.

(January 01, 2001). Coping with Ethnic Stereotypes in the Academic Domain: Perceived Injustice and Psychological Disengagement. Journal of Social Issues, 57, 1, 93-111.

Latinos/as and Blacks or African Americans - negatively stereotype Self-esteem is on average equal or higher than

Whites

Expectation

Where is the base line? Current GPA

Positive: Optimistic Zero: Realistic Negative: Pessimistic

Only expectation = There is not form to give a numerical representation

Then everyone would be optimistic

Why?

Students should achieve there full potential

GPA – Value of 7 (Base line) Expectation – Value of 6 or 5 Values of 6 is higher than 5 but they are

both pessimistic

Optimism

Strategic Optimism Offers an informative contrast to defensive pessimism

Definition: Individual who set high expectations; avoid thinking about negative outcomes; refers as “positive illusions”

Source: Norem, J.K. (2001). DEFENSIVE PESSIMISM, OPTIMISM, AND PESSIMISM. In E.C. Chang (Ed.) Optimism & pessimism: Implications for theory, research, and practice (pp. 77-100). Washington, DC: American Psychological Association.