Research Mentor(s): Andres Pinedo, Graduate Student
Research Mentor School/College/Department: Psychology, College of Literature, Science, and the Arts
Presentation Date: Thursday, April 22, 2021
Session: Session 2 (11am – 11:50am)
Breakout Room: Room 13
Critical Consciousness and its three components: critical reflection, critical motivation, and critical action are overlooked assets that can positively contribute to the education and development of children. Previous studies suggest that focus on developing critical consciousness in educational settings increases the levels of critical reflection, critical motivation, and critical action in adolescents, which in turn leads to higher academic achievement, greater social involvement, and more successful career development (Diemer, Rapa, Voight, McWhirter, 2016). This study examines the levels of critical consciousness, particularly the subcomponent critical motivation, in BIPOC and low SES adolescents in a few cities in the Eastern United States, and its relationship to their self-efficacy. Critical motivation refers to one’s belief in their ability to address injustice around them. We hypothesize that higher levels of critical motivation will be associated with higher levels of academic self-efficacy. Paper surveys were administered in the fall of 2018. Correlational analyses indicate that critical motivation is positively associated with academic self-efficacy, which corresponds to our hypothesis. These findings suggest that cultivating critical motivation in students is a way to increase their confidence, which allows for a more open and successful life.