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Mediating and moderating processes i...

Orellana, Duranda Cosette.

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Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university./
作者:	Orellana, Duranda Cosette.
面頁冊數:	234 p.
附註:	Adviser: Robert Caldwell.
Contained By:	Dissertation Abstracts International65-09B.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146084
ISBN:	9780496050598

Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university.
Orellana, Duranda Cosette.

Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university. - 234 p.

Adviser: Robert Caldwell.

Thesis (Ph.D.)--Michigan State University, 2004.

This study examined a culture-specific adaptation of Taylor and Aspinwall's (1996) model of Mediating and Moderating Processes in Psychosocial Stress with Latina/o undergraduate students at a predominantly White university. The adapted model included concepts of previous researchers who have tested the relationships between stressors, mediators, moderators, and mental health outcomes. Appraisal of sociocultural stress (i.e., acculturative stress, minority status stress), individual cultural characteristics (i.e., ethnic identity, acculturation level), perceived social support (i.e., perceived informal support, perceived formal support), and coping (i.e., direct and indirect coping) were hypothesized to predict mental health (i.e., wellbeing, distress) among Latina/o undergraduates. In addition several relationships among these constructs were hypothesized.

ISBN: 9780496050598Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university.
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245 1 0 $a Mediating and moderating processes in the relationship between sociocultural stress and mental health for Latina/o students at a predominately White university.
300 $a 234 p.
500 $a Adviser: Robert Caldwell.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: B, page: 4844.
502 $a Thesis (Ph.D.)--Michigan State University, 2004.
520 $a This study examined a culture-specific adaptation of Taylor and Aspinwall's (1996) model of Mediating and Moderating Processes in Psychosocial Stress with Latina/o undergraduate students at a predominantly White university. The adapted model included concepts of previous researchers who have tested the relationships between stressors, mediators, moderators, and mental health outcomes. Appraisal of sociocultural stress (i.e., acculturative stress, minority status stress), individual cultural characteristics (i.e., ethnic identity, acculturation level), perceived social support (i.e., perceived informal support, perceived formal support), and coping (i.e., direct and indirect coping) were hypothesized to predict mental health (i.e., wellbeing, distress) among Latina/o undergraduates. In addition several relationships among these constructs were hypothesized.
520 $a The sample consisted of 201 Latina/o/Hispanic undergraduate students at Michigan State University. Students completed a questionnaire packet which included self-report measures of the various constructs in the model. Structural equation modeling (SEM) was conducted to test moderators and the hypothesized relationships in the adapted model. Post hoc analyses were conducted to improve the overall fit of the adapted model. The modified adapted model produced a good overall fit [chi2 (df 167, N = 201) = 241.67, p > 0.001, GFI = 0.90, AGFI = 0.86, RMSEA = 0.05, CFI = 0.94, NNFI = 0.93, PNFI = 0.68, PGFI = 0.65]. Direct significant positive and negative relationships were demonstrated. Statistically significant indirect relationships were also demonstrated.
520 $a Result revealed that neither gender nor SES moderated the relationships specified in the model. However, several relationships among the constructs in the model significantly differed for heritage groups (i.e., mono-ethnic, bi-ethnic). For mono-ethnic participants, the relationship between individual cultural characteristics and wellbeing was found to be mediated only by appraisal of sociocultural stress, indirect coping, and distress. Perceived social support was found to promote both high and low levels of wellbeing for bi-ethnic participants but not for mono-ethnic participants. Analyses also revealed that there were group mean differences on several of the latent variables of the final model.
520 $a This study focused on dimensions found to be salient for Latina/o ethnicity and culture as it expanded the literature on stress-mental health by being the first to empirically test the mediational processes by which individual cultural characteristics and perceived social support facilitate coping with sociocultural stress and consequently mental health. Findings suggest that university service providers consider and integrate contextual and ethnically relevant constructs into their service delivery. Furthermore, results indicate that for bi-mono-ethnic and bi-ethnic Latina/o individuals attending predominantly White universities identity development is a lifelong process.
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