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April Z. Taylor
California State University, Northridge
AttributionPsychologyPedagogyAcademic achievementSocial psychology
9Publications
5H-index
232Citations
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Publications 10
Newest
#1Sandra GrahamH-Index: 4
#2April Z. TaylorH-Index: 5
8 CitationsSource
#1Sandra Graham (UCLA: University of California, Los Angeles)H-Index: 57
#2April Z. Taylor (CSUN: California State University, Northridge)H-Index: 5
Last. Cynthia Hudley (UCSB: University of California, Santa Barbara)H-Index: 23
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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 intervention group showed an increase in social skills ...
3 CitationsSource
#1Sandra GrahamH-Index: 4
#2April Z. TaylorH-Index: 5
3 CitationsSource
#1Sandra GrahamH-Index: 57
#2Jennifer A. MizeH-Index: 3
Last. April Z. TaylorH-Index: 5
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#1Sandra GrahamH-Index: 57
#2April Z. TaylorH-Index: 5
Last. Alice Y. HoH-Index: 1
view all 3 authors...
67 Citations
#1Cynthia Hudley (UCSB: University of California, Santa Barbara)H-Index: 23
#2Sandra Graham (UCLA: University of California, Los Angeles)H-Index: 57
Last. April Z. Taylor (CSUN: California State University, Northridge)H-Index: 5
view all 3 authors...
The pervasive links between problem behaviors and school adjustment suggest that effective intervention programs to enhance school adjustment must focus both on decreasing the motivation to aggress and increasing the motivation to achieve. We describe a program of intervention research to improve social behavior and academic motivation in elementary school students organized around principles of attribution theory. Our intervention curriculum initially focused on reducing children's aggression a...
35 CitationsSource
#1April Z. Taylor (CSUN: California State University, Northridge)H-Index: 5
#2Sandra Graham (UCLA: University of California, Los Angeles)H-Index: 57
Peer nomination procedures were used to explore the development of academic achievement values and their relation to perceptions of barriers to opportunity. A total of 615 boys and girls across 3 grade levels (2nd, 4th, 7th) and 2 ethnic groups (African American, Latino) nominated peers who they admired, respected, and wanted to be like. Nominations were summed to create a value index. Girls in both ethnic groups and across grade levels were more likely to nominate high- or average-achieving sam...
101 CitationsSource
#1Cynthia Hudley (UCSB: University of California, Santa Barbara)H-Index: 23
#2April Z. Taylor (CSUN: California State University, Northridge)H-Index: 5
12 CitationsSource
#1Sandra Graham (California Department of Education)H-Index: 57
#2April Z. Taylor (UCLA: University of California, Los Angeles)H-Index: 2
Last. Cynthia Hudley (UCSB: University of California, Santa Barbara)H-Index: 23
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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 ethnically diverse. Both studies yielded systematic fin...
213 CitationsSource
#1April Z. TaylorH-Index: 5
#2Sandra GrahamH-Index: 57
Last. Cynthia HudleyH-Index: 2
view all 3 authors...
3 Citations
1