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Exploring Adolescents Motivation and Engagement During Critical Conversations about Social Justice and Equity: the role of risk and safety

Williams, Jasmine D. (2018) Exploring Adolescents Motivation and Engagement During Critical Conversations about Social Justice and Equity: the role of risk and safety. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This study examines the evaluative processes adolescents employ when deciding if, when, and how to engage in critical conversations (e.g., race talk) in the classroom. Specifically, I explore how risk/threat perceptions can impose barriers to learning and the coping mechanisms adolescents utilize when engaging in risky instructional interactions. Findings suggest adolescents evaluate risk based on the likelihood of the interaction to impede self-system, academic, and/or social goals and either approach or avoid learning tasks depending on their perceptions of the resources available to meet the demands of the risk. These findings have implications for understanding mechanisms of resistance and engagement in the classroom, as well as for informing efforts toward designing motivational interventions. Implications for future work examining how youth regulate multiple content goals in achievement settings, particularly in relation to their identity development and exposure to psychologically safe teaching practices, is discussed.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Williams, Jasmine D.jasmine.williams@pitt.edujdw82
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairWallace, Tanner Lebarontwallace@pitt.edutwallace
Committee MemberWoodson, Ashley
Committee MemberWang, Ming T.mtwang@pitt.edumtwang
Committee MemberForest, Amandaforest@pitt.eduforest
Date: 26 June 2018
Date Type: Publication
Defense Date: 9 February 2018
Approval Date: 26 June 2018
Submission Date: 6 June 2018
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 170
Institution: University of Pittsburgh
Schools and Programs: School of Education > Psychology in Education
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: adolescence, motivation, risk, safety, equity
Date Deposited: 26 Jun 2018 21:07
Last Modified: 26 Jun 2018 21:07


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