Adaurennaya C Onyewuenyi
Datos Biográficos
| ID | 6008574 |
|---|---|
| NOMBRE | Adaurennaya C Onyewuenyi |
| NOMBRES | Adaurennaya C |
| APELLIDO | Onyewuenyi |
| FIRMA | ONYEWUENYI A C |
| AFILIACIONES | College of New Jersey |
| ORCID | 0000-0002-3818-8091 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Complicating the Impact of John Henryism and Campus Engagement’s Impact on Black American and Black Immigrant Student Psychoeducational Outcomes
This study examined how institutional and interpersonal racial-related stressors (IRRS), John Henryism (JH), and campus engagement shape the psychological and academic outcomes of 298 Black college students. Grounded in the biopsychosocial model of racism, we explored whether JH mediates the relationship between IRRS and student outcomes, and whether campus engagement moderates these associations. Findings revealed that higher IRRS was linked to …
Honor, face, and dignity norm endorsement among diverse North American adolescents
This article examined the psychometric properties and validity of a new self-report instrument for assessing the social norms that coordinate social relations and define self-worth within three normative systems. A survey that assesses endorsement of honor, face, and dignity norms was evaluated in ethnically diverse adolescent samples in the U.S. (Study 1a) and Canada (Study 2). The internal structure of the survey was consistent with the concept…
I Felt Like a Hero
Teaching Black Immigrant Students in Urban Schools
Third‐Party Intervention in Peer Victimization
African American, European American, Mexican American, and Native American adolescents (N = 270) described how they felt and appraised their own actions in response to a peer's victimization. Analyses compared times they had calmed victim emotions, amplified anger, avenged, and resolved conflicts peacefully. Adolescents felt prouder, more helpful, more like a good friend, and expected more peer approval after calming and resolving than after ampl…
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
Aggressive Forms and Functions on School Playgrounds
Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional classifications of proactive, reactive, and pervasive aggressors. Consistent with social information proces…
Aggressive Forms and Functions on School Playgrounds
Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional classifications of proactive, reactive, and pervasive aggressors. Consistent with social information proces…
Teaching Black Immigrant Students in Urban Schools
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
I Felt Like a Hero
Aggressive Forms and Functions on School Playgrounds
Coders used real-time focal-child sampling methods to observe the playground behavior and victimization experiences of 600 third to sixth grade youth. Person-centered analyses yielded three profiles that specified aggressive function (reactive, proactive) and form (direct, indirect), and conformed to social-information-processing functional classifications of proactive, reactive, and pervasive aggressors. Consistent with social information proces…
Third‐Party Intervention in Peer Victimization
African American, European American, Mexican American, and Native American adolescents (N = 270) described how they felt and appraised their own actions in response to a peer's victimization. Analyses compared times they had calmed victim emotions, amplified anger, avenged, and resolved conflicts peacefully. Adolescents felt prouder, more helpful, more like a good friend, and expected more peer approval after calming and resolving than after ampl…
Navigating multiple worlds of Ghanaina-born immigrant adolescent girls in US urban schools
Honor, face, and dignity norm endorsement among diverse North American adolescents
This article examined the psychometric properties and validity of a new self-report instrument for assessing the social norms that coordinate social relations and define self-worth within three normative systems. A survey that assesses endorsement of honor, face, and dignity norms was evaluated in ethnically diverse adolescent samples in the U.S. (Study 1a) and Canada (Study 2). The internal structure of the survey was consistent with the concept…
I Felt Like a Hero
Teaching Black Immigrant Students in Urban Schools
Complicating the Impact of John Henryism and Campus Engagement’s Impact on Black American and Black Immigrant Student Psychoeducational Outcomes
This study examined how institutional and interpersonal racial-related stressors (IRRS), John Henryism (JH), and campus engagement shape the psychological and academic outcomes of 298 Black college students. Grounded in the biopsychosocial model of racism, we explored whether JH mediates the relationship between IRRS and student outcomes, and whether campus engagement moderates these associations. Findings revealed that higher IRRS was linked to …
Psychology (6 obras) · Social Psychology (5 obras) · Social Psychology (4 obras) · Bullying, Victimization, and Aggression (3 obras) · Developmental psychology (3 obras) · Immigration (3 obras) · Aggression (2 obras) · Critical Race Theory in Education (2 obras) · Emotions and Moral Behavior (2 obras) · Focus group (2 obras)