The Influence of Self-construal and Social Support on the Adjustment Outcomes of Ethnically Diverse American College Students PDF Download
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Author: Pauline Y. Minnaar Publisher: ISBN: Category : Languages : en Pages : 73
Book Description
In this study we used a multimethod approach to examine how three types of self-construal (independent, interdependent, and relational-interdependent) play a role in the adjustment outcomes of American college students. Participants were 131 students from five ethnic backgrounds (African American, Asian American, Caucasian, Latino/a, and Biracial/Mixed) primarily in their first semester of college. Consistent with previous research, the results indicated that the independent self-construal was directly linked to less distress and greater overall adjustment. In addition, we found an indirect relationship between relational-interdependence and college adaptation through the mediators of social support and peer attachment. Results from both the quantitative and qualitative analyses indicated that the Asian American participants were doing poorly in their college transition. Implications for students, higher education professionals, and college campuses in general are discussed.
Author: Pauline Y. Minnaar Publisher: ISBN: Category : Languages : en Pages : 73
Book Description
In this study we used a multimethod approach to examine how three types of self-construal (independent, interdependent, and relational-interdependent) play a role in the adjustment outcomes of American college students. Participants were 131 students from five ethnic backgrounds (African American, Asian American, Caucasian, Latino/a, and Biracial/Mixed) primarily in their first semester of college. Consistent with previous research, the results indicated that the independent self-construal was directly linked to less distress and greater overall adjustment. In addition, we found an indirect relationship between relational-interdependence and college adaptation through the mediators of social support and peer attachment. Results from both the quantitative and qualitative analyses indicated that the Asian American participants were doing poorly in their college transition. Implications for students, higher education professionals, and college campuses in general are discussed.
Author: Aygul Hoffman Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This study focused on examining social and academic adjustment of Students of Color in two ethnically different higher education contexts: one - predominantly White, another - diverse. In particular, the associations between minoritized students' ethnic identity, college-level support and social and academic adjustment in these institutions were explored. The study confirmed the developmental significance of Phinney's achieved ethnic identity for college Students of Color regardless of institutional context. Support from both ethnically and not ethnically affiliated sources was consequential for minoritized students' college adjustment. The study also affirmed the importance of general social support from peers and faculty over and above ethnic identity for minoritized students' social and academic adjustment. Contrary to predictions, no differences in regression paths for ethnically and not ethnically affiliated sources of support were found between two institutional contexts. The study extends Phinney's theory of ethnic identity development to the study of college adjustment and offers practical implications on predictors of minoritized student college adjustment.
Author: Jaime Lynn Wetzel Publisher: ISBN: Category : Adjustment (Psychology) Languages : en Pages : 234
Book Description
The current study explored the effects of non-traditional choices on psychological well-being. Participants were divided into groups by their generational status. First generation college students (FGC) reported that neither of their parents had any college experience while the students from college educated families (CEF) reported that one or both of their parents had some education beyond high school. The study utilized self-report, archival data. The Scales of Psychological Well-Being (Ryff, 1989) provided overall well-being scores as well as six subscales. The Multidimensional Scale of Perceived Social Support (Zimet, Dahlem, Zimet & Farley, 1988), two subscales of the Student Adaptation to College Questionnaire (Bake & Siryk, 1984), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) were also used. These three constructs were also understood in their relationship to well-being. The results suggest that self-esteem and social support from friends are important factors for all college students. Academic adjustment appeared to be related to well-being for all students but was more predictive of well-being for the FGC students. In looking at perceived social support from family, FGC students indicated a negative correlation between this type of support and their feelings of autonomy. Similarly, a linear regression model for CEF students showed that perceived social support from family was one of three variables in a model predicting well-being. No significant group differences were observed in the reports of overall well-being, perceived social support, self-esteem, or adaptation to college. This was contrary to what was hypothesized, but may be the result of a unique sample which included many older, African American women who commuted to school. Considerations of the sample and its influence on the findings have been included. Suggestions for future research address the need to produce more generalizable findings and further differentiate between the needs of FGC students and the needs of new college students in general.
Author: Nana Dawson-andoh Publisher: ISBN: Category : Languages : en Pages :
Book Description
Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.
Author: Charles T. Hill Publisher: Routledge ISBN: 1000556646 Category : Psychology Languages : en Pages : 306
Book Description
This essential and timely text looks at the ways in which various identities are socially constructed by students, exploring and comparing multiple dimensions of diverse identities, and the various ways students try to fit in when faced with prejudice and discrimination. Based on more than 20 years of data collected from Multiple Identities Questionnaires, plus Self-Identity papers in the author’s Diverse Identities course, this book gives voice to the diverse and intersectional identities experienced by students at a formative time in their lives. Analyzing data from more than three thousand college students, the book gives a uniquely comprehensive overview of identity formation, stigma, prejudice, and discrimination, which are part of conflict around the world. Author Charles T. Hill asks to what extent the students have experienced prejudice or discrimination regarding each of their identities, their own prejudice and discrimination toward others of each identity, and the importance of each type of identity for their self-concept. Split into three sections: the first part of the book gives an overview of terminologies and theoretical concepts, the second part explores the multiple dimensions of each identity using data from the MIQ interspersed with quotes from Self-Identity papers, and the third part compares and combines the different types of identities. Introduced with a foreword by Professor Emeritus of Africana Studies James M. Jones, the book opens a space to help students and others explore their identities, realize that they are not alone in their struggles with prejudice, and accept themselves with pride in their identities. Featuring highlighted key concepts and self-reflection sections, as well as further reading, measures, and statistical results, this book is essential not only for undergraduate and graduate students in social psychology, health psychology, sociology, ethnic studies, and social work, but also for therapists, parents, teachers and practitioners running Diversity Training Programs for non-students.
Author: Anastassia Zabrodskaja Publisher: Frontiers Media SA ISBN: 2832548709 Category : Science Languages : en Pages : 128
Book Description
Social anxiety is a long-term and overwhelming fear of social situations. In particular, the fear stems from being judged and evaluated negatively by other people, leading to feelings of inadequacy, inferiority, self-consciousness, embarrassment, humiliation, and depression. Millions of people around the world live with the condition which impacts their everyday activities, self confidence, relationships and work or school life.
Author: Pauline Y. Minnaar
Author: Pauline Y. Minnaar
Author: Aygul Hoffman
Author: Patrice Nicole Perkins
Author: Ann Oliva Watters
Author: Jaime Lynn Wetzel
Author: Yvonne M. Jenkins
Author: Nana Dawson-andoh
Author: Charles T. Hill
Author: Michael S. Christopher
Author: Anastassia Zabrodskaja