Constellations of Social Support among Underrepresented College Students: Associations with Mental Health

Autor/inn/en	Albright, Jamie Nicole; Hurd, Noelle M.
Titel	Constellations of Social Support among Underrepresented College Students: Associations with Mental Health
Quelle	In: Applied Developmental Science, 22 (2018) 4, S.258-269 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2017.1287568
Schlagwörter	Social Support Groups; Disproportionate Representation; Mental Health; College Freshmen; Institutional Characteristics; Comparative Analysis; Minority Group Students; Depression (Psychology); Measures (Individuals); Transitional Programs; Anxiety; Beck Depression Inventory; Beck Anxiety Inventory + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Psychohygiene; Studienanfänger; Messdaten; Angst
Abstract	Students from underrepresented groups are increasingly enrolling in 4-year institutions, yet they may face additional stressors upon entering college compared to majority peers. Supportive relationships with peers, parents, and natural mentors may foster successful adjustment to college among such students. The current study examined patterns of social support among 340 underrepresented first-year students at an elite, predominantly White, public university. Latent profile analysis was used to characterize support networks. Four profiles of support emerged: Average Frequency Support (AFS), Higher Frequency Support (HFS), Lower Frequency Support (LFS), and Compensatory Mentor Support (CMS). Participants in the HFS profile started college with the highest levels of psychological distress and also demonstrated the greatest improvements in mental health. Results suggest that the most vulnerable students may require greater support to have a psychologically healthy transition to college. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01