Show simple item record

dc.creatorTorsney, Benjamin
dc.creatorBurke, Kathryn M.
dc.creatorTorsney, Cheryl
dc.creatorLombardi, Doug
dc.identifier.citationTorsney, B. M., Burke, K. M., Torsney, C. B. & Lombardi, D. (2022). John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success. Frontiers in Education, 7.
dc.description.abstractThis study explored the integration of John Henryism—defined as effortful, active coping in response to environmental stress—into control-value theory. Specifically, we were interested in how this process differed among identity groups. We used measures of John Henryism (JHAC-12), control-value theory, and momentary engagement (Record of Experience) on a school-based task. Results demonstrated the following: identifying as a first-generation college student predicted John Henryism; value significantly predicted cognitive engagement and positive emotion; and perceived control lowered negative emotions. Identifying as a first-generation college student corresponded to higher levels of John Henryism and control. Identifying as female led to a decrease in positive emotions, but an increase in value. Similarly, identifying as a Black student was associated with a decrease in control, but also a decrease in negative emotions. Indirect effects showed that identifying as a first-generation college student led to an increase in John Henryism followed by (1) an increase in value, (2) an increase in perceived control, or (3) an increase in value with attendant positive emotions. Findings indicate that John Henryism integrates into control-value theory and contributes to momentary engagement on a school-based task.
dc.format.extent14 pages
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartFrontiers in Education, Vol. 7
dc.relation.isreferencedbyFrontiers Media
dc.rightsAttribution CC BY
dc.subjectJohn Henryism
dc.subjectControl-value theory
dc.subjectFirst-generation college students
dc.subjectStructural equation model
dc.titleJohn Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success
dc.type.genreJournal article
dc.contributor.groupInstitute on Disabilities (Temple University)
dc.description.departmentPsychological Studies in Education
dc.description.departmentTeaching and Learning
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact
dc.description.schoolcollegeTemple University. College of Education and Human Development
dc.creator.orcidTorsney, Benjamin M.|0000-0002-5936-0209
dc.creator.orcidTorsney, Cheryl|0009-0006-5523-7728
dc.temple.creatorTorsney, Benjamin M.
dc.temple.creatorBurke, Kathryn M.
dc.temple.creatorTorsney, Cheryl B.

Files in this item

TorsneyEtAl-JournalArticle-202 ...

This item appears in the following Collection(s)

Show simple item record

Attribution CC BY
Except where otherwise noted, this item's license is described as Attribution CC BY