African Self-Consciousness and academic outcomes among African-American students at a Predominantly White University: An examination of the mediating role of social support

The extent to which social supports mediated the relationship between African Self-Consciousness and Academic Self-Concept were examined among 158 African American students (53 males and 105 females) attending a Predominantly White University. Hierarchical mediated regression analyses were conducted to test the relationships. Mediation could not be established between the variables of interest however, there were significant relationships between the social support measures of interest the interpersonal support evaluation list (ISEL) Belonging and Self-Esteem subscales, as well as the friends and family scales of the Social Supportive Behaviors (SSB) scale and Academic Self-Concept. The important roles of social support and African-America student academic outcomes are discussed.