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The role of trajectories of stress and social support in underrepresented students’ educational outcomes
Applied Developmental Science ( IF 5.500 ) Pub Date : 2021-04-09 , DOI: 10.1080/10888691.2021.1906677
Audrey R. Wittrup 1 , Noelle M. Hurd 1
Affiliation  

Abstract

The current study examined the potential impact of trajectories of perceived stress and social support from parents, friends, romantic partners, and natural mentors (i.e., supportive adults from youths’ everyday lives) throughout underrepresented students’ college careers on their subsequent educational outcomes. Participants were underrepresented college students (n = 340) who were surveyed five times across their 4 years of college. The outcomes of interest (i.e., on-time graduation, pursuit of career goals) were assessed during the final wave of data collection. Longitudinal latent profiles were estimated based on fluctuations in perceived stress and social support over time. Three latent profiles of social support and perceived stress emerged: Early Stress Spike, Late Support Increase, and Decreasing Social Support. Results suggested that participants in the Decreasing Social Support group contained the fewest on-time graduating students, and students in this profile were less likely to be pursuing career goals than the Late Support Increase group.



中文翻译:

压力轨迹和社会支持在代表性不足学生的教育成果中的作用

摘要

目前的研究调查了在代表性不足的学生的大学生涯中,来自父母、朋友、浪漫伴侣和自然导师(即支持青少年日常生活的成年人)的感知压力和社会支持轨迹对其后续教育成果的潜在影响。参与者是代表性不足的大学生(n = 340) 在大学 4 年中接受了五次调查。在最后一波数据收集过程中评估了感兴趣的结果(即按时毕业、追求职业目标)。基于感知压力和社会支持随时间的波动估计纵向潜在分布。社会支持和感知压力的三种潜在特征出现了:早期压力峰值、晚期支持增加和社会支持减少。结果表明,减少社会支持组的参与者包含的准时毕业学生最少,并且与延迟增加支持组相比,此配置文件中的学生追求职业目标的可能性较小。

更新日期:2021-04-09
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