The Role of Trajectories of Stress and Social Support in Underrepresented Students' Educational Outcomes

Autor/inn/en	Wittrup, Audrey R.; Hurd, Noelle M.
Titel	The Role of Trajectories of Stress and Social Support in Underrepresented Students' Educational Outcomes
Quelle	In: Applied Developmental Science, 26 (2022) 3, S.532-552 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2021.1906677
Schlagwörter	College Students; Disproportionate Representation; Career Development; Objectives; Success; Time to Degree; Stress Variables; Social Support Groups; Social Cognition; Whites; Institutional Characteristics; Stress Management; Low Income Students; Personality Measures; Depression (Psychology); Measures (Individuals); Big Five Inventory; Beck Depression Inventory; Inventory of Parent and Peer Attachment + Suchen Sie Ihr Suchwort? Collegestudent; Berufsentwicklung; Goal definition; Zielsetzung; Erfolg; Social support; Soziale Unterstützung; Soziale Kognition; White; Weißer; Stressmanagement; Stressbewältigung; Messdaten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01