Testing a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students in the US.
Testing a Self-Affirmation Intervention for Improving the Psychosocial Health of Black and White Medical Students in the US.
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DOI：
10.1111/josi.12448
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发表时间：
2021-09
期刊：
影响因子：
--
通讯作者：
Phelan SM
中科院分区：
文献类型：
--
作者：
Perry SP;Wages JE 3rd;Skinner-Dorkenoo AL;Burke SE;Hardeman RR;Phelan SM
自我肯定干预措施已被证明可以减轻刻板印象威胁对中学和本科教育黑人学生的负面心理影响。然而，目前有有限的研究测试医学院的黑人学生是否也可能经历刻板印象威胁的负面影响。到目前为止，还不清楚黑人（与白色相比）学生在医学院的归属感是否较低，以及他们是否可以从医学培训期间的自我肯定干预中受益。通过纵向现场实验，我们测试了（a）美国黑人（与白色相比）医学生的心理健康是否会下降（即，疲劳，抑郁，焦虑），归属感，感知的居住竞争力，和居住目标的稳定性;（B）自我肯定干预将改善黑人学生在这些结果中观察到的任何差异的程度。在美国50所学校的234名黑人和182名白色医学生的样本中，我们发现黑人学生倾向于报告比白色学生更多的疲劳和更少的归属感;然而，自我肯定干预并没有显着影响学生的疲劳，抑郁，焦虑或归属感。出乎意料的是，黑人学生在自我肯定（与控制）的条件下，居住的竞争力较低。白色学生对居住权的竞争力的感知不受干预的影响。探索性分析显示，黑人（与白色）学生不太可能表明随着时间的推移，稳定的居住目标，这可能是一个威胁的迹象，但是，这种种族差距被消除的干预。我们讨论了这些发现的合理原因，并为这一领域的未来工作提供了建议。
Self-affirmation interventions have been shown to mitigate the negative psychological effects of stereotype threat on Black students in secondary and undergraduate education. However, there is currently limited research testing whether Black students in medical schools may also experience the negative influences of stereotype threat. Until now, it has been unclear whether Black (vs. White) students experience a lower sense of belonging in medical school and whether they can benefit from self-affirmation interventions during medical training. With a longitudinal field experiment, we tested (a) whether Black (vs. White) medical students in the US experience decrements in psychological well-being (i.e., fatigue, depression, anxiety), sense of belonging, perceived residency competitiveness, and residency goal stability; and (b) the extent to which a self-affirmation intervention would ameliorate any observed disparities in these outcomes for Black students. With a sample of 234 Black and 182 White medical students across 50 schools in the US, we found that Black students tended to report more fatigue and less belonging than White students; however, the self-affirmation intervention did not significantly influence students’ fatigue, depression, anxiety, or belonging. Unexpectedly, Black students in the self-affirmation (vs. control) condition reported lower perceived competitiveness for residency. White students’ perceived competitiveness for residency was unaffected by the intervention. Exploratory analyses revealed that Black (vs. White) students were less likely to indicate stable residency goals over time, which may be an indication of threat; however, this racial gap was eliminated with the intervention. We discuss the plausible reasons for these findings and provide recommendations for future work in this area.
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影响因子：
9
作者：
Butler, Paris D.;Longaker, Michael T.;Britt, L. D.
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DOI：
10.1073/pnas.1820317116
发表时间：
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影响因子：
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