The purpose of the study was to determine the impact that community-based group mentoring had on improving academic efficacy and personal efficacy of 31 African American male participants. The study measured the influence of the group-mentoring program, which was arranged around an attribution-retraining curriculum. Participants attended a summer academy where they were exposed to a series of attribution retraining seminars allowing them to engage in activities making connections to attribution retraining concepts. The study aimed to determine if the participant's perceptions about their intelligence would be positively influenced by the attribution-retraining curriculum administered over a course of the 2-week summer academy. Survey responses from a pretest and posttest as related to motivational dimensions of attribution were analyzed. The quantitative results revealed a marginally significant change noted by t(29) = 1.82, p = 0.080, (.05 = statistically significant) for the two-tailed t-test reflecting that the participants' perceptions changed slightly regarding their ability to grow their intelligence. A correlational exploration was also conducted, which revealed that the group mentoring seminars influenced the participants' motivation to make better choices and to feel better about their ability to control their academic and personal destiny. Implications of the study include establishing attribution-retraining curriculum as part of group mentoring models in nonprofit organizations. Also, using attribution-retraining curricula with African American males as a motivational concept for academic and personal success was determined a worthwhile endeavor to mitigate the challenges African American male adolescents face including broken family structure, poverty, poor academic performance, high dropout rates, and behavioral challenges.
|Commitee:||Becker, Carol, Kilmnick, David|
|Department:||School of Public Service Leadership|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 76/06(E), Dissertation Abstracts International|
|Subjects:||African American Studies, Public administration, Curriculum development|
|Keywords:||African american boys, Attribution-retraining, Community based, Fixed mindset, Growth mindset, Mentoring|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be