ADAPTATION OF MINORITY FIRST GENERATION COLLEGE STUDENTS

第一代少数民族大学生的适应

• 批准号: 6481217
• 负责人: JEAN S PHINNEY
• 金额: $ 7.33万
• 依托单位: CALIFORNIA STATE UNIVERSITY LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-07-01 至 2002-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6481217
• 关键词: African American; Chinese American; Mexican Americans; academic achievement; behavioral /social science research tag; belief; caucasian American; clinical research; coping; culture; educational psychology; ethnic group; human subject; identity; interpersonal relations; interview; longitudinal human study; motivation; psychological adaptation; psychological values; quality of life; questionnaires; satisfaction; social group process; social support network; university student

The goals of this research are (1) to describe the processes of adaptations to college and the psychological changes during college of ethnic minority students who are the first generation in their family to attend college, (2) to test hypotheses regarding the variables that influence these processes, and (3) to develop and test models of the ways in which cultural variables and individual differences interact with the demands of the university to influence these processes and the resulting educational and psychological outcomes. The American, African American, and European American) over their college careers, using a multi-method process-oriented approach. Quantitative and qualitative data will be gathered from standardized scales and survey instruments, interviews, and official academic records. The study will test the hypotheses that differences in values between the home and the university contribute to the academic difficulties of students but that education and psychological outcomes are mediated by students' ways of dealing with difficulties. In addition to testing specific hypotheses based on prior research with largely European American middle class in prior research. The study will yield information about the university experiences of minority first- generation college students, bout their approaches to dealing with the challenges posed by the university context, and about the relationship of these processes to educational and psychological outcomes. This information will add to our theoretical understanding of development in young adults from diverse backgrounds and provide an understanding of promoting the educational success and psychological well-being of these individuals.

本研究的目的是：（1）描述第一代进入大学的少数民族学生的大学适应过程和大学期间的心理变化;（2）检验影响这些过程的变量的假设，以及（3）开发和测试文化变量和个体差异与大学需求相互作用的方式模型，以影响这些过程，从而产生教育和心理效果。美国人，非洲裔美国人和欧洲裔美国人）在他们的大学生涯中，使用多方法过程导向的方法。定量和定性数据将从标准化量表和调查工具，访谈和官方学术记录中收集。这项研究将检验这样的假设，即家庭和大学之间的价值观差异是造成学生学业困难的原因，但教育和心理结果是由学生处理困难的方式所介导的。除了测试基于先前研究的特定假设外，在先前的研究中，主要是欧洲美国中产阶级。这项研究将提供有关少数民族第一代大学生的大学经历的信息，关于他们应对大学环境带来的挑战的方法，以及这些过程与教育和心理结果的关系。这些信息将增加我们对来自不同背景的年轻人发展的理论理解，并提供对促进这些人的教育成功和心理健康的理解。