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Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes
dc.contributor.authorEisman, Andria B.
dc.contributor.authorZimmerman, Marc A.
dc.contributor.authorKruger, Daniel
dc.contributor.authorReischl, Thomas M.
dc.contributor.authorMiller, Alison L.
dc.contributor.authorFranzen, Susan P.
dc.contributor.authorMorrel‐samuels, Susan
dc.date.accessioned2017-01-10T19:05:57Z
dc.date.available2018-02-01T14:56:11Zen
dc.date.issued2016-12
dc.identifier.citationEisman, Andria B.; Zimmerman, Marc A.; Kruger, Daniel; Reischl, Thomas M.; Miller, Alison L.; Franzen, Susan P.; Morrel‐samuels, Susan (2016). "Psychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes." American Journal of Community Psychology (3-4): 410-421.
dc.identifier.issn0091-0562
dc.identifier.issn1573-2770
dc.identifier.urihttps://hdl.handle.net/2027.42/135336
dc.description.abstractEmpowermentâ based strategies have become widely used method to address health inequities and promote social change. Few researchers, however, have tested theoretical models of empowerment, including multidimensional, higherâ order models. We test empirically a multidimensional, higherâ order model of psychological empowerment (PE), guided by Zimmerman’s conceptual framework including three components of PE: intrapersonal, interactional, and behavioral. We also investigate if PE is associated with positive and negative outcomes among youth. The sample included 367 middle school youth aged 11â 16 (M = 12.71; SD = 0.91); 60% female, 32% (n = 117) white youth, 46% (n = 170) Africanâ American youth, and 22% (n = 80) identifying as mixed race, Asianâ American, Latino, Native American, or other ethnic/racial group; schools reported 61â 75% free/reduced lunch students. Our results indicated that each of the latent factors for the three PE components demonstrate a good fit with the data. Our results also indicated that these components loaded on to a higherâ order PE factor (X2 = 32.68; df: 22; p = .07; RMSEA: 0.04; 95% CI: .00, .06; CFI: 0.99). We found that the secondâ order PE factor was negatively associated with aggressive behavior and positively associated with prosocial engagement. Our results suggest that empowermentâ focused programs would benefit from incorporating components addressing how youth think about themselves in relation to their social contexts (intrapersonal), understanding social and material resources needed to achieve specific goals (interactional), and actions taken to influence outcomes (behavioral). Our results also suggest that integrating the three components and promoting PE may help increase likelihood of positive behaviors (e.g., prosocial involvement); we did not find an association between PE and aggressive behavior. Implications and future directions for empowerment research are discussed.
dc.publisherWiley Periodicals, Inc.
dc.publisherUCLA Center for Labor Research and Education
dc.subject.otherMeasurement
dc.subject.otherAdolescence
dc.subject.otherEmpowerment
dc.subject.otherAdolescent behavior
dc.subject.otherEmpowerment theory
dc.subject.otherHigherâ order multidimensional constructs
dc.titlePsychological Empowerment Among Urban Youth: Measurement Model and Associations with Youth Outcomes
dc.typeArticleen_US
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/135336/1/ajcp12094_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/135336/2/ajcp12094.pdf
dc.identifier.doi10.1002/ajcp.12094
dc.identifier.sourceAmerican Journal of Community Psychology
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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