Download or read book An exploration of the role of perceived social support coping and resilience in the academic motivation of parentified black college students written by Tawanna T. Gilford and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Perceived Social Support and Academic Self Concept in Predicting Academic Resilience for African American Students written by Audrey R. Gelfand and published by . This book was released on 1998 with total page 366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of Perceived Social Support in Understanding the Effects of Racial Microaggressions on Barriers and Stress for African American College Students written by Brittany Sievers and published by . This book was released on 2017 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to test the effects of racial microaggressions on minority status stress and perceived academic and career barriers, as moderated by social support among African American college students. It was hypothesized that social support would significantly moderate the effect of microaggressions on perceived academic and career barriers and minority status stress, such that higher levels of social support would be related to lower levels of perceived barriers and minority student stress. Participants were recruited from a mid-size Midwestern university from Introductory Psychology 102 courses, university-based student organizations, and the Africana Studies Department. Experiences with microaggressions were assessed using Nadal's Racial and Ethnic Microaggression Scale (REMS; Nadal, 2011), perception of academic and career barriers were measured using the Perception of Barriers Scale (POBS; Luzzo & McWhirter, 2001), social support was measured using the Interpersonal Support Evaluation List (ISEL; Cohen & Hoberman, 1983), and minority status stress was measured using the Minority Student Stress Scale (MSS; Smedley, Myers, & Harrell, 1993). A demographics questionnaire was administered as well. A moderated multiple-regression analysis was conducted to test the study hypotheses. Our study hypotheses that perceived social support would moderate the relationship between microaggressions and minority status stress and perceptions of barriers was not supported. However, main effects were found for microaggressions and social support on minority status stress, as well as main effects for social support on perceptions of barriers. Future research and implications are discussed.
Download or read book Black Racial Identity and Perceived Social Support written by Myra A. Waters and published by . This book was released on 1996 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Perceived Social Support and Perceived Family Support on Psychological Adjustment in African American College Students written by Patrice Nicole Perkins and published by . This book was released on 2007 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Life Adversity Social Support Resilience and College Student Mental Health written by Joshua Mello and published by . This book was released on 2016 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study investigated how adverse childhood experiences (ACEs), current college student hassles, and perceived social support relate to college student resilience. This study also explored how ACEs, current college student hassles, perceived social support, and resilience relate to college student mental health. A sample of 507 students from a public university in Washington State completed an online study which consisted of surveys operationalizing each variable. The results showed that current college student hassles and perceived social support significantly predicted resilience. Current college student hassles, resilience, and perceived social support also significantly predicted mental health. The study revealed that ACEs had no significant prediction for either resilience or mental health. These findings are discussed in light of previous research. Implications for future research and intervention ideas are also discussed." -- From the Abstract.
Download or read book The retention of black college students written by LaTreena Kathleen Felegy and published by . This book was released on with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explores three factors that contribute to the retention of Black college students: the institutional environment, social support and motivation/resilience. In this paper institutional environment is defined as the student’s perceived acceptance and well-being at the institution. Social support is defined as the student’s network of family, friends, faculty and staff who are available to assist and encourage the students in their academic pursuits. Motivation/resilience is defined as the willingness of the students to continue on their path to graduation regardless of setbacks and challenges. Each of the factors presented in the paper is supported by research by professionals. Furthermore, from the investigation of how institutional environment, social support and motivation/resilience relate to Black retention, an educational pre-college workshop is created. The workshop consists of teachable interpretations of the research with the intention of preparing and encouraging all students in their future college endeavors.
Download or read book College Students Sense of Belonging and Social Support written by Stephanie Bozak and published by . This book was released on 2013 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most people will experience daily stressors and at least one potentially traumatic event in their lifetime. Although it was initially thought that those exposed to difficulties would experience poor developmental outcomes, many seem to adjust and function well. People who function well despite the adversities they face are considered to be resilient. Resilience or resiliency refers to the dynamic process by which positive adaptation occurs within the context of adversity. It describes the way in which individuals utilize both internal and external resources, to overcome adversity or threats to their development. Although there have been many research studies looking at social support as a factor in resilience, and there are some studies indicating that social support is related to sense of belonging, there has been little research focusing on sense of belonging as a factor in resilience. The purpose of this study was to examine whether social support, sense of belonging, and perceived stress are correlated with resilience. Two hundred and six University of Hartford students completed a survey which included measures of social support (MSPSS), sense of belonging (SOBI-A and SOBI-P), perceived stress (PSS), and resilience (CD-RISC). It was hypothesized that sense of belonging would be positively correlated with social support, and that sense of belonging and social support would be negatively correlated with perceived stress. It was also hypothesized that sense of belonging, social support, and perceived stress would be correlated with resilience and that gender differences would exist. Results of the study indicated that social support and sense of belonging were correlated with each other and with resilience. Results also indicated that perceived stress was also correlated with resilience and that there were some gender differences. The results of the study are further discussed along with implications and future directions.
Download or read book Effectiveness of Religion and Social Support Coping Mechanisms in African American Black and Caucasian White College Students written by and published by . This book was released on 2017 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt: The college environment provides a host of stressful exposures as a result of students being immersed in a new academic and social environment. Certain coping strategies used to alleviate stress (e.g., avoidance) are related to an increase in negative behaviors and mental health problems, which can be exacerbated in college students. However, other coping strategies, such as social support and religion, have been shown to promote psychological health. African Americans/Blacks tend to underutilize mental health care services despite the greater likelihood of certain stressors such as racial discrimination compared to Caucasians/Whites. Furthermore, African American/Black college students are underrepresented in coping research. The goal of the study was to evaluate whether the relationship between social support and religious coping strategies and psychological health is different for African American/Black college students compared to Caucasian/White college students. It was hypothesized that African American/Black students would use more social support and religious coping strategies than Caucasians/Whites, and that race would moderate the relation between these coping strategies and both positive and negative affect. Data were collected from a sample of 170 undergraduate students (18.8% African American/Black, 81.2% Caucasian/White) who participated in a larger study on coping that utilized an internet-based daily diary design. Participants responded to questionnaires that assessed daily stressful events, use of coping strategies, positive affect, and negative affect over the course of five days. To account for variation at the individual level and repeated measures, analysis was conducted using hierarchical linear modeling (HLM). Racial differences were found in the frequency of certain aspects of coping, specifically higher use among African American/Black students of seeking God’s help and talking to family about how they were feeling as compared to Caucasian/White students. No racial moderation of the coping-affect relations was found, however. Findings also suggested a lack of racial differences in cultural values. Further research should continue to explore the relation between coping mechanisms and different measures of psychological health, while considering the potential contributing effects of racial differences.
Download or read book Resilience in First Generation College Students written by Michael Anthony Boggess and published by . This book was released on 2020 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: First-generation college students, or college students whose parents have not attended college or have attended college but have not received a degree, are traditionally approached from a deficit model. The purpose of the current study is to explore the possible mediating effects of psychological resilience on the relationships between protective and risk factors and academic and psychological outcomes among first-generation college students. In the current study, a sample of 101 first-generation college students were recruited at Washington State University. Using a convenience-based sampling approach, participants were recruited from several on-campus programs that serve first-generation college students. Multiple path analyses were performed to test five hypotheses. The results indicated that (1) resilience mediated the relationship between perceived stress and psychological well-being (Hypothesis 1b), but not academic performance (Hypothesis 1a); (2) resilience mediated the relationship between perceived social support and academic performance (Hypothesis 2a) and psychological well-being (Hypothesis 2b); (3) resilience mediated the relationship between certain indicators of socioeconomic status (e.g., household income, mother education) and psychological well-being (Hypothesis 3b), but not academic performance (Hypothesis 3a); (4) resilience did not mediate the relationship between high school GPA and academic performance (Hypothesis 4a) or psychological well-being (Hypothesis 4b); (5) perceived stress and high school GPA had significant direct effects on academic performance (Hypothesis 5); and (6) perceived stress, perceived social support, income status, and high school GPA had significant direct effects on psychological well-being (Hypothesis 5). The implications for future research and practice on resilience and first-generation college students are discussed.
Download or read book Exploring Potential Predictors of College Attendance for African American Women who Parented as Teens written by Jacquelyn A. Cook-Kyle and published by . This book was released on 2014 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the potential predictors of college attendance for African American women who parented as teens and are now between the ages of 20-35. Using a quantitative research methodology, this study examined variables that predict college attendance for this targeted population by exploring demographics, motivation, and perceived social support. Three instruments were comprised to design the survey instrument: the Academic Motivation Survey, the Multidimensional Scale of Perceived Social Support and Cook-Kyle's Demographic Questionnaire to create the Predictors of College Attendance Instrument. Results show that many teenage mothers did not seek available support from school counselors; whereas, those that did seek support were more likely to go to college. The results further show that those teen mothers who continue their education reported higher income. In conclusion, the study results suggest that teens need more academic information from their school counselor about college admission. In addition, there needs to be a special outreach to this population to increase there awareness and knowledge about higher education options.
Download or read book Social Influences on Racial Identity Perceived Social Support and Mental Health Among Black College Students written by Sultan A. Hubbard and published by . This book was released on 2019 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first goal for the study was to estimate trait effects and social influences for racial centrality, racial private regard, and racial public regard. The second was to estimate correlational relationships between racial identity, depression, and anxiety symptoms. The study used 110 Black university students (M[subscript "age"]=19.5,SD=4.13) from a southeastern American university. Restricted maximum likelihood estimation was conducted to estimate variance components for all constructs. Racial centrality, racial private regard, and racial public regard consisted of mostly trait effects, although reflecting substantial social influences. Correlational findings indicated that providers who evoked high racial centrality also evoked low depression, low anxiety, and were seen as supportive. Providers who evoked racial private regard also evoked low depression, low anxiety, and were seen as supportive. Socially influenced racial public regard had no statistically significant links to other constructs. Findings suggest socially influenced racial identity holds links to mental health outcomes and social support.
Download or read book The Role of Academic Self concept and Social Support on the Academic Achievement of African American College Students written by Justin R. Cummings and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Broken and Deferred But I m Here written by Adrell Lawrence Pinkney and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was an exploration of the relationship of the resilience of nontraditional, African American, commuter undergraduates and their academic and social involvement at a historically Black university. The researcher used the Personal Resiliency Questionnaire (PRQ), and a Student Demographic Questionnaire (SDQ.) The PRQ that contained 75 items and measured seven characteristics linked to resilience. The seven characteristics were (a) "Positive: The World," (b) "Positive: Yourself," (c) "Focused," (d) "Flexible: Thoughts," (e) "Flexible: Social," and (e) "Proactive." The SDQ included ten academic involvement indicators and ten social involvement indicators. The researcher defined nontraditional students as those who had indicated three of the following characteristics: (a) was single or married with children; (b) married; (c) was a commuter student; (d) worked full-time; and (e) would have been 24 years of age or older at the time of graduation. Based on the responses provided by the students that completed the survey the researcher identified which students were classified as nontraditional. The researcher reported that using a computer or word processor to prepare reports or papers, asking an instructor for information related to a course you are taking, using a computer lab or center to improve study or academic skills, and taking detailed notes in class significantly predicted several academic involvement indicators. The researcher further indicated, living in an apartment or dormitory if the university provided on-campus housing, supporting classmates? fundraisers, and visiting the university center significantly predicted several social resiliency indicators. The results of this study contributed to the field of higher education as they informed faculty, student affairs administrators, and other university professionals about the impact of academic and social involvement on the resiliency of nontraditional, African American, commuter, students. The researcher recommended that historically Black universities provided resiliency training to faculty and staff, who work with nontraditional students. Administrators should have a clear understanding of their personal resiliency and be willing to share their resiliency stories with others. A universal understanding of resilience and a desire to support the development of resiliency in others would be the first step in creating a resiliency community.
Download or read book The Role of Social Network Structure and Perceived Social Support in Facilitating Psychological Functioning in Black Families written by Rhonda Jean Jones and published by . This book was released on 1983 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Keeps Black Students Thriving written by Stephanie L. Jones and published by . This book was released on 2010 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Social Suport and Community College Student Academic Persistence written by Debra A. Zavatkay and published by . This book was released on 2014 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: A survey method was used to examine community college students' perceptions of the social support received, its importance, and their academic persistence. The College Social Support Survey (Harrington, 2011), a modified version of the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000) was administered to 304 students at four of Connecticut's 12 community colleges. This self-report questionnaire assesses four different types of social support (i.e., emotional, informational, appraisal, and instrumental), five sources of support (i.e., family members, professors, classmates, a close friend, and other people at the college), and the importance students place on that support. It also was designed to elicit participants' descriptions of the stress they experienced related to school and being a student. Additionally, the study looked at the relationship between social supports perceived and their relationship to academic persistence. Data analyses revealed that emotional support was the most often perceived and informational support was the most important type of social support perceived. While appraisal support was the second least frequently perceived and the least important type of support perceived, there was a small positive correlation between the frequency of appraisal support perceived and academic persistence. Data analysis also revealed that social support received from professors was the second most frequently perceived and the most important source of social support and resulted in a small positive correlation between the frequency of support perceived from professors and academic persistence. Numerous other significant correlations were found between the types and sources of support and academic persistence. Finally, participants in this study reported they experienced stress related to school and being a college student and identified stressors that were similar to those identified in the literature. Given that the participants' greatest source of stress was trying to balance their coursework with their job responsibilities, this confirms prior research findings that community college students in particular, often experience additional stressors including balancing multiple classes with other commitments such as work or family. In concurrence with the literature, perceived social support has been found to buffer the negative effects of stress typically experienced by college students.
