College of Science and Health Theses and Dissertations

Date of Award

Spring 6-14-2024

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

First Advisor

Jocelyn Carter, PhD

Second Advisor

Kathryn Grant, PhD

Third Advisor

Antonio Polo, PhD

Abstract

Executive functioning, goal orientations, and intrinsic motivation in education have shown to predict outcomes in academic learning. Research has shown that for students in chronically stressed environments, the development of all three may be influenced by their ecological contexts. The current study examines how chronic stress at the systems level impacts the development of adaptive learning approaches, specifically mastery goal orientation and intrinsic motivation, among diverse youth. Further, this study seeks to examine the role of executive functioning in the relationship between systemic stress—a conceptualization of chronic stress at the systems level—and mastery goal orientation and intrinsic motivation.

The study included data from 373 children and adolescents between the ages of 10 and 18 (M=14.23; SD=4.5) recruited from three diverse urban schools (two K-8th; one high school). Participants were racially and ethnically diverse (34.7% Black/African American, 38.2% Latino, 36.6% White/European American, 10.8% Asian American, 1.1% American Indian, and 16.4% Multi-racial) and evenly split between genders (53.4% female). Survey data were collected during two all-day sessions. Measures were completed by both students and their parents.

Pearson r correlational statistics were used to determine bivariate relationships among chronic stress, executive functioning, mastery goal orientation, and intrinsic motivation. Structural equation modeling (SEM) with bootstrapping was used to test two mediation models in which a) systemic stress predicts mastery goal orientation via a mediation path of executive functioning, and b) systemic stress predicts mastery goal orientation via a mediation path of intrinsic motivation.

Results showed that systemic stress, specifically in the form of chronic loss or deprivation, predicts mastery goal orientation and intrinsic motivation through increased challenges in executive functioning, especially planning/organization. Findings highlight the significance of supporting the development of executive functioning in contexts of high chronic stress to influence academic learning related outcomes.

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