Maville J, Huerta C G
University of Texas Pan American, College of Health Sciences & Human Services, Edinburg, USA.
J Cult Divers. 1997 Spring;4(1):18-25.
This article describes two studies examining the effects of stress and social support on the academic achievement of Hispanic associate degree nursing students. The first study investigated stress, measured by the Life Experiences Survey (LES), and its relationship to academic achievement. Data analysis revealed a relationship between negative stress and academic achievement. Student level and ethnic origin were found to be predictive of stress. Ethnic origin and age also had an effect on academic achievement. Qualitative data indicated that students experienced stresses as a result of the academic environment. The second study investigated the effect of social support, measured by the Norbeck Social Support Questionnaire (NSSQ), on student persistence. No significant relationship was found. Qualitative data revealed less than desired social support in lower achieving students. Conclusions from these studies form the basis for identification of the high risk student and strategies to remediate the academically handicapped Hispanic student.
本文介绍了两项研究，探讨压力和社会支持对西班牙裔护理学副学士学位学生学业成绩的影响。第一项研究调查了用生活经历量表（LES）衡量的压力及其与学业成绩的关系。数据分析揭示了负面压力与学业成绩之间的关系。发现学生水平和种族出身可预测压力。种族出身和年龄也对学业成绩有影响。定性数据表明，学生因学术环境而经历压力。第二项研究调查了用诺贝克社会支持问卷（NSSQ）衡量的社会支持对学生坚持性的影响。未发现显著关系。定性数据显示成绩较低的学生获得的社会支持低于预期。这些研究的结论为识别高危学生以及补救学业有障碍的西班牙裔学生的策略奠定了基础。
