Department of Counseling and Instructional Sciences.
Department of Psychology.
J Couns Psychol. 2020 Oct;67(5):637-644. doi: 10.1037/cou0000422. Epub 2020 Mar 19.
The psychology of hope is used to conceptualize how college students successfully meet their personal and professional goals and ultimately persist to graduation. However, limited evidence has suggested that high levels of hope might have a paradoxical effect for Black college students when faced with experiences of discrimination. The present study examined the moderation effects of hope on the associations between experiences of discrimination and perceptions of stress and academic integration among a sample of 1st-year U.S. Black college students ( = 203) partly derived from secondary data. Structural equation modeling revealed inverse associations between hope and stress, as well as positive associations between hope and academic integration. However, latent variable moderation revealed that students with high levels of hope had the strongest positive associations between discrimination and stress, thus supporting a paradoxical effect. By contrast, the negative association between discrimination and academic integration emerged for only students with low levels of hope. Results suggest the psychological and academic benefits of hope are complex. Specifically, in the context of discrimination experiences, hope may have a paradoxical effect for Black students' mental health while still retaining a positive and buffering effect for their academic integration. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
希望心理学用于概念化大学生如何成功实现个人和职业目标，并最终坚持毕业。然而，有限的证据表明，当黑人大学生面对歧视经历时，高水平的希望可能会产生一种矛盾的影响。本研究在美国黑人大学生（n=203）的样本中，部分来源于二次数据，考察了希望对歧视经历与压力和学业融合感知之间关联的调节作用。结构方程模型显示，希望与压力之间呈负相关，希望与学业融合之间呈正相关。然而，潜在变量调节显示，高水平希望的学生在歧视与压力之间存在最强的正相关，从而支持矛盾效应。相比之下，只有低水平希望的学生之间才出现歧视与学业融合之间的负相关。研究结果表明，希望的心理和学术效益是复杂的。具体来说，在歧视经历的背景下，希望可能对黑人学生的心理健康产生矛盾的影响，同时对他们的学业融合仍保留积极和缓冲的影响。（PsycInfo 数据库记录（c）2020 APA，保留所有权利）。
