Psychosocial costs of racism to Whites: Understanding patterns among university students

This investigation adds to the growing body of scholarship on the psychosocial costs of racism to Whites (PCRW), which refer to consequences of being in the dominant position in an unjust, hierarchical system of societal racism. Extending research that identified 5 distinct constellations of costs of racism (L. B. Spanierman, V. P. Poteat, A. M. Beer, & P. I. Armstrong, 2006), the authors used multinomial logistic regression in the current study to examine what factors related to membership in 1 of the 5 PCRW types during the course of an academic year. Among a sample of White university freshmen (n = 287), the authors found that (a) diversity attitudes (i.e., universal diverse orientation and unawareness of privilege) explained PCRW type at entrance, (b) PCRW type at entrance explained participation in interracial friendships at the end of the year, (c) 45% of participants changed PCRW type during the course of the year, and (d) among those who changed type, particular PCRW types at entrance resulted in greater likelihood of membership in particular PCRW types at the end of the year. (PsycINFO Database Record (c) 2010 APA, all rights reserved).     

The psychological sting of stigma: The costs of attributing ostracism to racism

Laboratory-based research with university students demonstrates that ostracism is reflexively painful, depletes fundamental needs, and is highly resistant to variations in situational context or individual differences. Employing a representative sample of 614 US White and African American adults, we sought to (1) demonstrate the utility of using Cyberball on a broader non-college sample, and examine (2) whether attributing ostracism to racial prejudice mediates recovery. Participants in an Internet version of Cyberball were either included or ostracized by two other players (both White or both Black), and reported their level of distress before and after making attributions for treatment during the game. Overall, reflexive needs were threatened by ostracism, but more so for Blacks. Whites attributed ostracism to racism when the other players were Black. Blacks attributed ostracism to racism when the other players were White or Black. Within a few minutes, participants reported feeling less distress, but attributing ostracism to racial prejudice impeded their recovery.     

Longitudinal investigation of the relationship between bullying and psychosocial adjustment

The aim of the present study was to test the direction of effects in the relationship between bullying, victimization, adjustment difficulties, and school achievement. The participants were 238 fifth and sixth-grade children (mean age 11.4 years) and their teachers in a six-month two-timepoint longitudinal study. The results of this study showed that bullying and victimization at Time 1 were related to an increase of adjustment problems and a decrease of school achievement at Time 2. Conversely, adjustment problems at Time 1 were related to an increase in bullying and victimization at Time 2. School achievement at Time 1, however, was not related to bullying and victimization at Time 2. The results of this study provide evidence towards a reciprocal relationship between bullying, victimization, and adjustment difficulties.     

Students' experience of the transition from school to tertiary college

The experiences of a group of students as they transferred from school to tertiary college at 16 were investigated. A number of issues are highlighted in relation to the transition period. In particular, a distinction is drawn between the curriculum-related aspects and the personal/social aspects of the students' concerns. Implications of the research findings for both policy and practice in post-16 education are discussed in the context of a recent HMI Report on the pastoral curriculum for the 13-19 age-group     

Biological perspectives on the effects of early psychosocial experience

There is much current interest in how adverse experiences early in life might affect certain elements of physiological, behavioral, and psychological functioning across the lifespan. Recent conceptual frameworks for studying the effects of early experience have involved constructs such as experience-expectant, experience-dependent, and experience-adaptive plasticity. The latter construct is related to comparative models of developmental programming which posit the persistence of biological adjustments to the early caregiving environment. We briefly review such models and their translational implications. We then turn to human development and focus on the effects of large changes in children’s life courses as tests of hypotheses related to early experience effects. In particular, the effect of early institutionalization on children’s brain and behavioral development after changes to adoptive families or foster care is used as an example of a research area in which programming hypotheses have been proposed.     

Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students

Examined relationships among social support, psychosocial competence, and adaptation to college in a sample of 357 African American, Asian American, Latino, and white college students. Social support and active coping were significant predictors of adaptation to college, whereas locus of control was not. However, there was an interaction between ethnicity and locus of control indicating that although internal African American, Latino, and white students had higher adaptation-to-college scores than external students, the opposite was true for Asian Americans. The relationships among social support, internality, and active coping were also explored. Satisfaction with social support and internality were positively related to active coping, but locus of control and social support were unrelated. Active coping and internality were significantly related to each other for all groups except for African Americans. Although most relationships were the same across groups, these findings call attention to the role of ethnicity as a moderator of college adjustment processes.     

Change in ethnic identity across the college transition

This article examined changes in ethnic identity as a function of college type and residential status and whether differences due to college type could be explained by involvement in extracurricular activities and college ethnic composition. Although no changes in ethnic labeling or belonging were found, there was a normative decrease in ethnic search, independent of residential status. Moreover, the decline in ethnic search was significantly greater at 2- than 4-year colleges, and this difference was mediated by higher rates of participation in extracurricular activities at 4-year colleges. Ethnic identity did not vary by college ethnic composition. There were no ethnic or generation differences in ethnic identity change; however, women were more likely to include an American term in their ethnic label than were men, over time. Averaging across time, students at 4-year colleges also had a greater preference for the American term in their ethnic labels. Findings illuminate the importance of context in shaping ethnic identity.     

Willingness to seek help for psychosocial problems among Latino and white American college students

This study compared 50 Latino and 50 White American students' perceptions of the severity of 25 psychological problems, their willingness to seek help for these problems, and their preferences for caregivers. Each group received a modified version of the Personal Problems Inventory. Latino students rated depression, financial concerns, and discrimination as more severe problems; their preference for mental health workers consistently significantly exceeded those of White students, although both groups preferred seeking help from family and community resources. Findings suggest the possibility of a greater role for therapists serving Latino students than currently exists.     

The psychosocial factors of the abortion experience: a critical review

The literature on the psychosocial factors of abortion is critically reviewed. It is concluded that due to faulty methodology no general statements can be made about these factors for women receiving illegal abortions. It appears that the data showing that women receiving therapeutic abortions experienced favor- able psychological conseuqences are stronger than the data indicating negative consequences. Studies of abortion on request, which, for the most part, have been methodologically sound, indicate that the new abortion patients are mostly young, unmarried women who are not in a social position to bear and care for a child. They tend to end their pregnancies for social and economic reasons. Further, they are either not aware of or not concerned about the possibility of getting pregnant at the time of intercourse, or they have a contraceptive failure. Finally, the psychological consequences of abortion on request appear to be most1 y benign.     

Longitudinal examination of the role of goal orientation in cross-cultural adjustment

In this longitudinal study, the authors introduced goal orientation theory to the study of cross-cultural adjustment. The authors examined relationships among dispositional goal orientation, domain-specific self-efficacy, and cross-cultural adjustment. Results indicated that a learning orientation was positively related to sojourners' academic and social self-efficacy, whereas a performance orientation was negatively related to sojourners' social self-efficacy. Sojourners' academic and social self-efficacy were positively related to academic and social adjustment, respectively. A learning orientation was positively related to academic and social adjustment, and the relationship was mediated by self-efficacy. A performance orientation was not related to adjustment. Finally, academic adjustment was positively related to grade point average. The authors discussed implications for research and practices.     

Longitudinal measurement invariance of psychosocial measures in physical activity research: an application to adolescent data

The current study served as a practical and substantive guide to establishing longitudinal measurement invariance of psychosocial measures commonly used in adolescent physical activity (PA) research. Psychosocial data on an initial sample of 878 adolescents (ages 11–15) recruited through primary care providers were provided at baseline, 6, 12, and 24 months. The target measures included family support, peer support, decisional balance (pros, cons), self‐efficacy, and behavioral strategies. Five of the six psychosocial measures exhibited strict longitudinal measurement invariance, with the sixth measure (self‐efficacy) exhibiting strong longitudinal measurement invariance. These findings support the equivalence of these measures across time, and provide the foundation to substantively interpret group differences and associations involving these measures and PA.     

The relation of gender-role orientation to sexual experience among college students

This study examined the relations of gender and three aspects of gender roles — self concept, behavior, and sexual attitudes — to three aspects of sexual behavior — sexual experience, reasons for intercourse, and contraceptive use. Gender was strongly related to all three aspects of sexual behavior. For both men and women, sex role behaviors were related to sexual experience and to reasons for intercourse, but not to contraceptive use, and sex role self-concept was unrelated to any of the aspects of sexual behavior. The results indicate that sexual behavior is influenced both by societal gender role norms and by individual differences in the acceptance of those norms.     

The Social Milieu of the Church and Religious Coping Responses: A Longitudinal Investigation of Older Whites and Older Blacks

The purpose of this study is to see if the social environment of the church influences the use of religious coping responses over time. The following theoretical relationships were embedded in the conceptual model that was developed to evaluate this issue: (a) People who go to church more often are more likely to feel their congregation is highly cohesive (e.g., share the same values and beliefs); (b) individuals who worship in highly cohesive congregations are more likely to receive spiritual support (i.e., encouragement to adopt religious teachings and principles) from their fellow church members; and (c) people who receive more spiritual support will be more likely to adopt religious coping responses. In the process of evaluating this model, tests were performed to examine the influence of racial culture. Data from a nationwide longitudinal survey of older adults provide support for each link in the conceptual model. Pervasive racial cultural differences were also found: Older Blacks were more likely to be deeply involved in each facet of religion than older Whites.     

The role of psychosocial factors in young children's responses to cross‐examination style questioning

The goal of the present study was to ascertain whether individual differences in self‐esteem, self‐confidence, assertiveness and number of siblings could predict young children's responses to cross‐examination style questioning. Five‐ and 6‐year‐old children (N = 137) participated in a unique staged event and were then interviewed with analogues of direct and cross‐examination. Despite highly accurate direct examination reports, children made a large number of changes to these reports during cross‐examination, resulting in a significant decrease in accuracy. Poor cross‐examination performance was associated with low levels of teacher‐rated self‐confidence, self‐esteem and assertiveness, raising concern that the children who are likely to fare poorly during cross‐examination may be the very children who are most likely to appear as witnesses in the courtroom. Furthermore, number of siblings was inversely related to cross‐examination performance. Further research is required to pinpoint the specific mechanism(s) behind this finding. Copyright © 2008 John Wiley & Sons, Ltd.     

Examination of consistency of adolescent and parent reports across several psychosocial constructs

This study investigated the consistency of discrepancy scores between adolescent and parent reports across several psychosocial constructs (adolescent internalizing, externalizing, emotion regulation difficulties, parent rewarding responses to adolescent emotions, and parent depressive symptoms). Sixty‐two adolescents (67.7% females; 76.7% African American) and one of their parents participated. Most of the associations among discrepancy scores were equivalent. There was one instance in which the association among two discrepancy scores (youth internalizing and externalizing) was stronger than the others and one instance in which the association was weaker than the others (youth internalizing and parent rewarding). These results suggest that discrepancies between adolescent and parent reports are not necessarily a stable characteristic of the dyad and depend on the construct under consideration.     

Longitudinal examination of teachers' burnout in a school district.

Teachers in a rural school district were administered the Maslach Burnout Inventory three times over a five-year period. Teachers scoring high on emotional exhaustion and low on personal accomplishment were classified as "experiencing burnout." Across the three waves, the proportion of teachers meeting these criteria for burnout were 7%, 11%, and 11%, respectively. By grade, burnout was noted among 3%, 8%, and 9%, respectively, over time for senior high-school teachers; 7%, 7%, and 11% for junior high-school teachers; and 9%, 17%, and 12% for elementary school teachers. Interventions must consider grade-taught and are probably most cost-effective for elementary school. It is important to establish norms across time and across school settings to determine high-risk groups deserving interventions.     

Behavioral and physiological correlates of stress related to examination performance in college chemistry students

This study was designed to assess physiological and behavioral correlates of academic stress during a college course in organic chemistry in the USA. Participants (45 females, 46 males, mean age 19.88 years) were screened for their basal hypothalamic-pituitary-adrenocortical activity using saliva samples collected at the beginning of the course and after each major test. Displacement activities (DAs) were observed during each test by videotaping students' behavior when they were taking the tests. These variables were then used as predictors of the students' achievement as measured by their grade point average (GPA) scores, American College Testing (ACT) scores, and their final grade in the class. Ninety-one students, enrolled in Organic Chemistry I at Marshall University during the summer of 2009, were recruited for this study. It was found that individual differences in the physiological stress responses are a factor in predicting the students' ability to pass a challenging class. A logistic model built on GPA, DAs during stress, and salivary hormone (cortisol and dehydroepiandrosterone) concentrations was able to correctly classify almost 90% of the students passing the class. The same model was not nearly as successful in determining the possible factors behind failing the class, because the classification success was just 52%, a figure close to chance. We conclude that a clear set of characteristics related to the students' ability and resilience to psychological stress are necessary to succeed in a challenging class. The reason behind dropping or failing a class could be less defined. These data indicated that investigating the physiological and behavioral propensities associated with psychological stress can help us better understand an individual's coping responses to a long-term challenging situation.     

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995 ). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices.     

Changes in achievement goals and competence perceptions across the college semester

We investigated the relationship between changes in perceptions of competence and changes in achievement goals across a college semester for students enrolled in an introductory psychology course. Two types of competence perceptions were examined: self-efficacy for learning and normative perceived ability. Changes in normative perceived ability were predicted to relate to changes in performance goals, but not mastery goals. Because mastery goals rely on self-referent standards to evaluate ability, we predicted changes in self-efficacy for learning would relate to changes in mastery goals. We also expected changes in self-efficacy for learning to relate to changes in performance goals because learning can lead to the demonstration of superior competence. The predictions were supported for mastery and performance-approach goals, but not for performance-avoidance goals. Very little change in performance-avoidance goals was observed. Scores on the first course exam also predicted change in performance-approach goals, with this effect partially mediated by competence perceptions.