Jeffords Jaimie R, Bayly Benjamin L, Bumpus Matthew F, Hill Laura G
Human Development, 501 Johnson Twr, PO Box 644852, Washington State University, Pullman, WA 99164-4852, United States.
J Coll Stud Ret. 2020 Aug 1;22(2):351-372. doi: 10.1177/1521025117751071. Epub 2018 Jan 9.
For many, college is a period of transition, marked with acute stress, threats to success, and decreases in self-efficacy. For certain groups of students, the risk of these poor outcomes is elevated. In this study, 348 students from a large residential university in the western United States were surveyed to understand the role of psychological flexibility and inflexibility on self-efficacy and the potential moderating impact of year in college and underrepresented racial minority (URM) status. Results indicated that students who are psychologically flexible reported greater college self-efficacy, whereas students who are psychologically inflexible reported lower college self-efficacy. The impact of psychological inflexibility on self-efficacy was moderated by URM status and year in school; psychological inflexibility had a stronger impact on URM students' self-efficacy than non-minority students, and psychological inflexibility had a greater effect on college students starting college as opposed to students who had been enrolled for multiple years.
对许多人来说，大学是一个过渡时期，其特点是压力巨大、成功面临威胁以及自我效能感下降。对于某些特定群体的学生来说，出现这些不良结果的风险更高。在这项研究中，对美国西部一所大型住宿制大学的348名学生进行了调查，以了解心理灵活性和僵化对自我效能感的作用，以及大学年级和未被充分代表的少数族裔（URM）身份可能产生的调节影响。结果表明，心理灵活的学生报告的大学自我效能感更高，而心理僵化的学生报告的大学自我效能感更低。心理僵化对自我效能感的影响受到URM身份和在校年级的调节；心理僵化对URM学生自我效能感的影响比对非少数族裔学生的影响更强，并且心理僵化对刚上大学的学生的影响比对已入学多年的学生的影响更大。
