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Longitudinal modeling of student self-reported purpose in urban middle schools

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TitleInfo
Title
Longitudinal modeling of student self-reported purpose in urban middle schools
Name (type = personal)
NamePart (type = family)
Hatchimonji
NamePart (type = given)
Danielle Ryan
NamePart (type = date)
1984-
DisplayForm
Danielle Ryan Hatchimonji
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice J
DisplayForm
Maurice J Elias
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
School of Graduate Studies
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
Purpose is "a stable and generalized intention to accomplish something that is at once meaningful to the self and of consequence to the world beyond the self" (p. 121, Damon, Menon, & Bronk, 2003). Purpose incorporates three dimensions: Intention toward purpose, Engagement in purpose, and the Beyond-the-self quality of purpose. Purpose is considered an essential developmental asset and galvanizing force for adolescents of all backgrounds, but most of the literature on adolescent purpose development has investigated the construct in majority White and middle to upper income settings. This study sought to address gaps in the purpose literature by quantitatively modeling purpose among students in the setting of largely low-socioeconomic status, predominately racial/ethnic minority, urban middle schools. Using a Developmental Systems Theory framework, the study investigated the ability of relevant contextual factors, including race, gender, "failing" school status, and mental health, to predict the initial status and change in purpose.
Participants were middle school students (n = 2629) attending six low-resourced urban middle schools in the 2015-2016 and 2016-2017 school years. Hierarchical Linear Modeling was used to model purpose, and the three purpose dimensions, over time. Model building was guided by the procedures outlined by Singer and Willett (2003). Results were unexpected in that purpose was found to decline over the course of the study. While many of the hypothesized predictors were related to the initial status of purpose, few predictors were related to change in purpose over time. The overall pattern of purpose decline and the lack of significant predictors of purpose change held for the three purpose dimensions as well.
Overall, the results of this study failed to provide clear answers to the research questions. Instead, results pointed to challenges with conceptual clarity and measurement of purpose, difficulty measuring purpose in middle school students, and the mismatch between Developmental Systems Theory and contemporary options for quantitative analysis. Understanding youth purpose development, particularly in the context of low-resourced urban schools, remains a critical priority. This study highlights the need to develop innovative procedures for statistically modeling the complex nature of youth development in context.
Subject (authority = RUETD)
Topic
Psychology
Subject (authority = local)
Topic
Purpose
Subject (authority = LCSH)
Topic
Youth development
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_10098
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (vii, 81 pages) : illustrations
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
Identifier (type = local)
rucore10001600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-hd5e-5w23
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Hatchimonji
GivenName
Danielle
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-06-26 14:53:00
AssociatedEntity
Name
Danielle Hatchimonji
Role
Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
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Type
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Name
Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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ETD
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windows xp
DateCreated (point = end); (encoding = w3cdtf); (qualifier = exact)
2019-11-11T17:44:25
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1.7
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