John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success
This 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 theo...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1000920/full |
| _version_ | 1811251124619968512 |
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| author | Benjamin M. Torsney Kathryn M. Burke Cheryl B. Torsney Doug Lombardi |
| author_facet | Benjamin M. Torsney Kathryn M. Burke Cheryl B. Torsney Doug Lombardi |
| author_sort | Benjamin M. Torsney |
| collection | DOAJ |
| description | This 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. |
| first_indexed | 2024-04-12T16:14:59Z |
| format | Article |
| id | doaj.art-d46c8dd7a71948ab97a20440c12eda5f |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T16:14:59Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-d46c8dd7a71948ab97a20440c12eda5f2022-12-22T03:25:46ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-10-01710.3389/feduc.2022.10009201000920John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student successBenjamin M. Torsney0Kathryn M. Burke1Cheryl B. Torsney2Doug Lombardi3College of Education and Human Development, Temple University, Philadelphia, PA, United StatesCollege of Education and Human Development, Temple University, Philadelphia, PA, United StatesOffice of the University Provost, Middle Tennessee State University, Murfreesboro, NC, United StatesCollege of Education, University of Maryland, College Park, MD, United StatesThis 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.https://www.frontiersin.org/articles/10.3389/feduc.2022.1000920/fullJohn Henryismcontrol-value theoryengagementfirst-generation college studentsstructural equation model |
| spellingShingle | Benjamin M. Torsney Kathryn M. Burke Cheryl B. Torsney Doug Lombardi John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success Frontiers in Education John Henryism control-value theory engagement first-generation college students structural equation model |
| title | John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success |
| title_full | John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success |
| title_fullStr | John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success |
| title_full_unstemmed | John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success |
| title_short | John Henryism, psychological labor, and control-value theory: Race, ethnicity, and situational coping for student success |
| title_sort | john henryism psychological labor and control value theory race ethnicity and situational coping for student success |
| topic | John Henryism control-value theory engagement first-generation college students structural equation model |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1000920/full |
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