Cultural stress, daily well-being, and internalizing and externalizing symptoms among Hispanic college students.
Cultural stress, daily well-being, and internalizing and externalizing symptoms among Hispanic college students.
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DOI：
10.1037/cou0000604
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发表时间：
2022-07
影响因子：
3.9
通讯作者：
Martinez, Charles R
中科院分区：
文献类型：
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作者：
Schwartz, Seth J;Waterman, Alan S;Cobb, Cory L;Cano, Miguel Angel;Scaramutti, Carolina;Meca, Alan;Ozer, Simon;Ward, Colleen;Puente-Duran, Sofia;Lorenzo-Blanco, Elma I;Unger, Jennifer B;Duque, Maria C;Vos, Saskia R;Zeledon, Ingrid;Garcia, Maria Fernanda;Martinez, Charles R
本研究旨在考察在873名西班牙裔大学生中，幸福感的日常水平和变异性在多大程度上会中介文化相关应激源(歧视、接受的负面背景和双文化应激)对11天后内化和外化症状的预测效应。研究采用了为期12天的每日日记设计，在第1天收集文化应激源的报告，在第2-11天收集每日幸福感报告，在第12天测量结果(以第1天相同结果的水平作为对照)。结构方程模拟结果表明，幸福感的日常平均值和变异性显著地中介了第一天的民族/种族歧视、接受的负面背景和双文化压力对第12天的焦虑和抑郁症状的预测作用。外化症状没有产生任何影响。当我们将潜在幸福感变异性结构分解为其组成部分指标(自尊、生活满意度、心理幸福感/自我接纳和幸福感)时，生活满意度和自我接纳的日常变异性似乎是我们观察到的中介预测效应的主要原因。这些结果对进一步的研究、咨询实践以及更具包容性的大学实践和政策的发展具有重要意义。
The present study was designed to examine the extent to which, in a sample of 873 Hispanic college students, daily levels of, and variability in, well-being would mediate the predictive effects of culturally related stressors (discrimination, negative context of reception, and bicultural stress) on internalizing and externalizing symptoms 11 days later. A 12-day daily diary design was utilized, where reports of cultural stressors were gathered on Day 1, daily well-being reports were gathered on Days 2–11, and outcomes were measured on Day 12 (with controls for Day 1 levels of these same outcomes). Structural equation modeling results indicated that daily means of, and variability in, well-being significantly mediated the predictive effect of Day 1 ethnic/racial discrimination, negative context of reception, and bicultural stress on Day 12 symptoms of anxiety and depression. No effects emerged for externalizing symptoms. When we decomposed the latent well-being variability construct into its component indicators (self-esteem, life satisfaction, psychological well-being/self-acceptance, and eudaimonic well-being), daily variability in life satisfaction and self-acceptance appeared to be primarily responsible for the mediated predictive effects we observed. These results are discussed in terms of implications for further research, for counseling practice, and for the development of more inclusive university practices and policies.