Little empirical attention has been given to the academic stress experienced by Native American undergraduates. This study explored the relation of self-beliefs, ethnic identity, and cultural congruity with academic stress among 158 (65 males and 93 females) Native American university undergraduates. Participants completed instruments assessing self-esteem, academic self-efficacy (grade and task), ethnic identity (centrality, public regard, and private regard), cultural congruity, and academic stress. Hierarchical regressions revealed that self-beliefs (specifically task self-efficacy), ethnic identity (particularly public regard), and cultural congruity predicted academic stress, accounting for 23.7% of the variance. Each of these constructs was negatively related to academic stress. These findings are discussed in light of the literature, and ideas for college-based interventions are given.

中文翻译：

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美国原住民本科生的学业压力：种族认同、文化一致性和自我信念的作用。

很少有经验关注美国原住民本科生所经历的学业压力。本研究探讨了 158 名（65 名男性和 93 名女性）美洲原住民大学本科生的自我信念、种族认同和文化一致性与学业压力的关系。参与者完成了评估自尊、学业自我效能感（成绩和任务）、民族认同（中心地位、公众关注和私人关注）、文化一致性和学业压力的工具。分层回归显示，自我信念（特别是任务自我效能）、种族认同（特别是公众关注）和文化一致性预测了学业压力，占方差的 23.7%。这些结构中的每一个都与学业压力呈负相关。根据文献讨论了这些发现，