(MOVED TO EPOSTER SATURDAY 9:45AM) The Role of Discrimination in Disrupting Self-Regulated Learning Processes

Forms of discrimination at both the societal and institutional level influence how racialized students view themselves and interact within higher education settings. The self-regulated learning (SRL) frameworks are student development models that seek to incorporate personal goals and motivations with perceptions of learning context expectations and goal structures (Karbenick & Newman, 2014). Learners successfully engaging in the self-regulated learning process are more likely to seek feedback and guidance with the goal of becoming more autonomous (Clarebout et al., 2010; Ryan et al., 2001). Academic help-seeking (AHS) is a fundamental skill for the performance and success of students within higher education settings. AHS is a form of adaptive behavior that helps students overcome learning challenges (Mihlon, 2010; Roussel et al., 2011; Ryan & Shim, 2012), which often results in higher grades (Ryan et al., 2005). HSB is a valuable adaptive skill that college graduates need to transition into various job markets that require effective collaboration and teamwork (Järvelä, 2011).

Experiencing various forms of discrimination is predicted to significantly disrupt SRL processes. Specifically, perceived discrimination can lead to increased perceived threat of negative evaluation from others and decreased motivations to persist and achieve in educational contexts. Black, indigenous, and people of color (BIPOC) students, or students of color, consistently report various forms of racial discrimination from both peers and faculty on predominantly white institution (PWI) campuses across the United States (Witkow et al., 2015). This study was aimed at uncovering predictive and mediating factors of AHS among a racially diverse group of undergraduate students at a PWI in South Central United States (N = 460). More specifically, we predicted that perceptions of discrimination (PD), impostor phenomenon (IP), and a sense of belonging (SB) to larger groups will be consistent predictors of AHS across racial groups to varying degrees.

Quantitative analyses was conducted using SPSS and Mplus. Confirmatory factor analyses (CFA) and Cronbach’s alpha values was used to assess the validity and reliability of each scale (Muthén & Muthén, 2004). To investigate indirect, or mediated, effects of PD on AHS, a structural equation model using PD, IP, and SB as independent variables was built and estimated in Mplus. Pre-specified cutoff values for model fit indicators were used based on established guidance: greater than .95 for CFI and TLI values and less than .06 for the RMSEA estimate (West et al., 2012). The resulting model had good fit [CFI = .98, TLI = .97, RMSEA = .03] with both PD having both direct and indirect effects via IP on academic help-seeking (p <.001).

Institutions have a responsibility to do what they can to mitigate any negative psychological, social, and academic effects of racial discrimination, but research is needed to identify detrimental mechanisms among different racial subgroups. An understanding of psychological factors related to academic help-seeking is essential for designing effective initiatives aimed at promoting these behaviors across student populations. Findings have the potential to identify specific mechanisms by which discrimination against BIPOC students within a higher education setting negatively influences academic performance and outcomes.