School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students
School Belonging, Ethnic Identity, and Psychological Adjustment Among Ethnic Minority College Students
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DOI：
10.1080/00220973.2015.1048844
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发表时间：
2016-04-02
影响因子：
2.2
通讯作者：
Ioffe, Micah
中科院分区：
文献类型：
--
作者：
Gummadam, Praveena;Pittman, Laura D.;Ioffe, Micah
本研究探讨了少数民族大学生的心理调适与学校归属感和民族认同之间的关系，这两个构念与个体归属感相关。通过对311名来自少数民族背景的大学生的自我报告，我们发现学校归属感与抑郁症状呈负相关，与自我价值感、学业能力和社会接受度呈正相关，而种族认同仅与自我价值感呈正相关。此外，种族认同和学校归属感之间的相互作用与自我价值感显著相关，这表明在学校缺乏归属感的情况下，更强的种族认同与更高的自我价值感有关。大学生报告说，当他们既不与自己的学校联系，也不与自己的种族联系时，他们的自我价值水平最低。
This study considers how the psychological adjustment of ethnic minority college students may be linked to a sense of school belonging and ethnic identity, two constructs related to individuals feeling like they belong to a larger group. Using self-reports from 311 undergraduates from ethnic minority backgrounds, school belonging was found to be negatively associated with depressive symptoms, and positively associated with perceived self-worth, scholastic competence, and social acceptance, while ethnic identity was only found to be positively associated with self-worth. Furthermore, the interaction between ethnic identity and school belonging was significantly associated with self-worth, suggesting that in the absence of a sense of belonging at school, stronger ethnic identity was linked to higher self-worth. College students reported the lowest levels of self-worth when they were neither connected to their college nor connected to their ethnic group.