Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork

Abstract

The current study examined how COVID-19 impacted urban college students’ engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic. Practitioner Notes 1. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) 2. John Henryism mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork 3. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges 4. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic. 5. Colleges and universities need to be aware of John Henryism as a coping strategy for students.