Academic Stress of Native American Undergraduates: The Role of Ethnic Identity, Cultural Congruity, and Self-Beliefs

Autor/inn/en	Chee, Christine L.; Shorty, Gerald; Robinson Kurpius, Sharon E.
Titel	Academic Stress of Native American Undergraduates: The Role of Ethnic Identity, Cultural Congruity, and Self-Beliefs
Quelle	In: Journal of Diversity in Higher Education, 12 (2019) 1, S.65-73 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000094
Schlagwörter	Anxiety; Stress Variables; Academic Achievement; American Indian Students; Undergraduate Students; Ethnicity; Self Efficacy; Beliefs; Student Attitudes; Self Esteem; Arizona + Suchen Sie Ihr Suchwort? Angst; Schulleistung; Ethnizität; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit
Abstract	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. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01