Maladaptive behavior in African-American children: A self-regulation theory-based approach

Educational Forum, The, Spring 2002 by Tucker, Carolyn M, Vogel, David L, Keefer, Nikki L, Reid, Alaycia D, Et al

Maladaptive behavior-getting in trouble and not fitting in-plays a significant role in children's academic and social success or failure (Gaddy 1988; Baum 1989). As a result, a considerable body of research has been conducted to examine the factors that influence children's level of engagement in maladaptive behavior (Boggiano and Katz 1991; Ferrari and Emmons 1995; Nolen-- Hoeksema, Girus, and Seligman 1992).

However, much of this research has not been theory-based. Thus, it has done little to advance our understanding of ways to predict, control, and modify behaviors in children. Meredyth Goldberg (1992) conducted one of the first theory-based studies of children's maladaptive behavior. Using a self-regulation paradigm, Goldberg found that those children who engaged in antisocial behaviors endorsed fewer prosocial goals and had lower levels of self-- control. However, because Goldberg's sample included only European-American children, his findings are limited in their application to African-American children-- a group for whom the association between maladaptive behavior and academic performance appears to be particularly strong (Brady, Tucker, Harris, and Tribble 1992; Tucker, Chennault, Brady, Fraser, Gaskin, Dunn, and Frisby 1995).

It is a well-known fact that AfricanAmerican children are more likely than European-American children to be socially and economically disadvantaged in our society, placing them at greater risk for engagement in maladaptive behaviors, academic underachievement, and academic failure. The social disadvantages faced by many African-American children (and adults) also point to the increased likelihood of serious legal consequences (Witt 1987; Erickson 1992). This fact alone should make the assessment of factors that influence the engagement of AfricanAmerican children in maladaptive behaviors a priority.

However, despite need for research to understand and learn ways to modify and prevent maladaptive behavior by AfricanAmerican children, few studies have been conducted (Dunn and Tucker 1993). Because of different socialization experiences, customs, and traditions between African-- Americans, European-Americans, and other ethnic groups, children are likely to differ in their response to the same behavioral influences. Thus, it cannot be assumed that factors affecting maladaptive behaviors will be the same for African-American children and European-American children (Oyemade and Rosser 1980; Tucker, Brady, Harris, and Fraser 1993; Brady et al. 1992).

The present study adheres to Oyemade and Rosser's (1980) Difference Model approach to research. This model advocates the recognition of cultural differences when investigating the cognitive, social, and performance differences of racial and ethnic groups. The Difference Model supports studying African-American children as a group rather than investigating differences between African-American and EuropeanAmerican children, as has more typically been done in studies that have included adequate samples of African-American children.

In this study, we used Kanfer and Goldstein's (1986) self-regulation theory to examine factors that influence the level of maladaptive behavior exhibited by AfricanAmerican children. This theory asserts that the occurrence of a behavior is influenced by:

* the degree to which the behavior is under one's control;

* one's level of motivation to engage in the behavior; and * the degree of social support for emitting the behavior.

Thus, we investigated several factors in the maladaptive behavior exhibited by AfricanAmerican children:

* their level of self-control for engaging in activities that promote success;

* their level of achievement motivation; and

* their level of social support received from primary caregivers.

These three factors were assessed both from the children's and their primary caregivers' perspectives.

PARTICIPANTs

Participants in this study were AfricanAmerican children and each child's primary caregiver, all of whom lived in an urban area in the Southeastern United States. All of the children in the study were enrolled in an after-school program designed to enhance the academic skills and social skills of African-American children. We collected data for 69 children, 30 boys and 39 girls, ranging in age from 7 to 18 years. The primary caregivers were predominantly women (94.2 percent). Family income distribution was skewed toward the low end, with 81 percent having a family income of less than $35,000 per year. Participation was voluntary, and participants received no compensation for their involvement.

MEASURES

We used Harter's (1982) Social Support Scale for Children: People in My Life (PIML) to measure the degree to which each child and primary caregiver perceived significant others as being supportive of the child. The scale consists of four sub-scales representing four possible sources of social support or positive regard. For the present study, we used the primary caregiver sub-scale.

Administration of the scale involved presenting two pairs of statements to a child, and instructing him or her to select the statement in each pair more like his or her life and to rate the degree to which the selected statement is characteristic. Administration to primary caregivers involved the same procedure, except that they were asked to indicate which of the pair of statements was most like their child. They then rated how accurate each statement was of their child on the 4-point scale. We used the primary caregiver sub-scale because it was validated for the sample age and has high internal consistency and construct validity (Harter 1985).