Sánchez Bernadette, Mroczkowski Alison L, Liao Lynn C, Cooper Adina C, Rivera Claudio, DuBois David L
DePaul University, Chicago, IL, USA.
Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL, USA.
Am J Community Psychol. 2017 Mar;59(1-2):15-24. doi: 10.1002/ajcp.12114. Epub 2017 Feb 11.
The aim of this study was to examine the associations among mentoring relationship quality (i.e., relational and instrumental quality), racial discrimination and coping efficacy with racial discrimination. Three social support models were tested, including the stress buffering, support mobilization, and support deterioration models. Participants were 257 urban, low-income Latina/o high school students, who completed surveys in both 9th and 10th grades. While controlling for gender and coping efficacy with discrimination in 9th grade, results supported the social support deterioration model. Specifically, there was a significant indirect effect of racial discrimination in 9th grade on coping efficacy in 10th grade through instrumental mentoring quality. As racial discrimination increased, mentoring quality decreased and then coping efficacy decreased. We also found that more racial discrimination in 9th grade was significantly associated with lower coping efficacy in 10th grade, and higher instrumental mentoring quality in 9th grade was significantly associated with higher coping efficacy in 10th grade, while controlling for gender and coping efficacy in 9th grade. Implications and recommendations for future research are discussed.
本研究的目的是考察指导关系质量（即关系质量和工具性质量）、种族歧视与应对种族歧视的效能之间的关联。测试了三种社会支持模型，包括压力缓冲模型、支持动员模型和支持恶化模型。研究对象为257名城市低收入拉丁裔/欧裔高中生，他们在九年级和十年级时都完成了调查。在控制性别和九年级应对歧视的效能后，结果支持了社会支持恶化模型。具体而言，九年级的种族歧视通过工具性指导质量对十年级的应对效能产生了显著的间接影响。随着种族歧视的增加，指导质量下降，进而应对效能降低。我们还发现，在控制性别和九年级应对效能的情况下，九年级更多的种族歧视与十年级较低的应对效能显著相关，而九年级较高的工具性指导质量与十年级较高的应对效能显著相关。文中讨论了对未来研究的启示和建议。
