Premium
Goal Setting and Control Orientation of Pregnant/Parenting Female Adolescents in the GRADS Program
Author(s) -
White Sharon Dean,
Cummings Merrilyn N.
Publication year - 1995
Publication title -
family and consumer sciences research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 1077-727X
DOI - 10.1177/1077727x95233002
Subject(s) - locus of control , graduation (instrument) , psychology , developmental psychology , orientation (vector space) , control (management) , social psychology , medical education , clinical psychology , medicine , geometry , mathematics , management , economics
The Graduation, Reality, and Dual‐role Skills (GRADS) home economics program helps at‐risk pregnant/parenting teens graduate from high school, set life goals, and feel empowered. The major purpose of this research was to ascertain if female GRADS students differed from nonpregnant/nonparenting female teens on types of goals seen as most important, goal orientation, and locus of control. Comparisons were made among GRADS students in the program for 1 year or more, GRADS students new to the program, and a group of English class female students who were neither pregnant nor parenting. Data were analyzed from 151 females at eight New Mexico sites. There were significant differences regarding most important goals, but no significant differences in goal orientation or locus of control among the three groups. Pregnant and/or parenting teens were more like their nonpregnant/nonparenting peers than different. The differences in goals appeared to reflect different priorities.