April Z Taylor
Biographic Data
| ID | 1584339 |
|---|---|
| NAME | April Z Taylor |
| GIVEN NAMES | April Z |
| FAMILY NAME | Taylor |
| SIGNATURE | TAYLOR A Z |
| AFFILIATIONS | California State University, Northridge |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
The power of askingwhy
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
Exploring achievement values among ethnic minority early adolescents.
Two studies examined middle school students' achievement values by using peer nomination procedures. Nominations of peers whom participants admired, respected, and wanted to be like were summed to create a values index. Respondents also nominated peers who fit 6 behavioral descriptions including effort versus disengagement and being socially responsible versus deviant. Study 1 participants were African American and Study 2 participants were ethni…
The power of askingwhy
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
Exploring achievement values among ethnic minority early adolescents.
Two studies examined middle school students' achievement values by using peer nomination procedures. Nominations of peers whom participants admired, respected, and wanted to be like were summed to create a values index. Respondents also nominated peers who fit 6 behavioral descriptions including effort versus disengagement and being socially responsible versus deviant. Study 1 participants were African American and Study 2 participants were ethni…
A Motivational Intervention for African American Boys Labeled as Aggressive
A 12-week, 32-lesson afterschool intervention was conducted with third- to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants ( N = 64) were randomly assigned to an intervention or no-treatment control group. Boys in the inte…
The power of askingwhy
Psychology (3 works) · Sociology (3 works) · Academic achievement (2 works) · Attribution (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Social Psychology (2 works) · African american (1 work) · Bullying, Victimization, and Aggression (1 work)