Wu Jia Rung, Chan Fong, Iwanaga Kanako, Myers Olivia M, Ermis-Demirtas Hulya, Bloom Zachary D
Counselor Education, Northeastern Illinois University, Chicago, Illinois, USA.
Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, Madison, Wisconsin, USA.
J Am Coll Health. 2025 Feb 5:1-8. doi: 10.1080/07448481.2025.2461598.
Stress is especially profound among minority college students who experience magnified levels of prejudice and discrimination. High levels of stress significantly impact their academic performance, and health.
The present study aimed to examine the constructs of Lazarus and Folkman's transactional theory of stress and coping for stress management in college students from a Hispanic-Serving Institution.
One hundred fifty undergraduate students completed the survey. Hierarchical regression analysis was used to measure the incremental variance accounted for by each predictor set.
The final regression model accounted for 56% of the variance in perceived stress scores, a large effect size. In the final model, significant contributors to perceived stress variance were emotion-oriented coping, core self-evaluations, and social support.
These findings can inform the development of effective psychosocial interventions to support minority college students develop personal strengths and social support, buffering against the negative effects during a college mental health crisis.
压力在经历更多偏见和歧视的少数族裔大学生中尤为严重。高水平的压力会显著影响他们的学业成绩和健康。
本研究旨在检验拉扎勒斯和福克曼的压力与应对交互理论的结构，以便为一所西班牙裔服务机构的大学生进行压力管理。
150名本科生完成了该调查。采用层次回归分析来测量每个预测变量集所解释的增量方差。
最终回归模型解释了感知压力得分方差的56%，效应量较大。在最终模型中，对感知压力方差有显著贡献的因素是情绪导向应对、核心自我评价和社会支持。
这些发现可为有效的心理社会干预措施的制定提供参考，以支持少数族裔大学生培养个人优势和社会支持，在大学心理健康危机期间缓冲负面影响。
