Alcohol Use,Acculturative Stress,and Drinking Motivation Among International Community College Students

Alcohol use, acculturative stress, and drinking motivations of 262 students in English as a second language programs in a U.S. community college were explored. Alcohol consumption was generally low, but differences between two groups with different legal statuses indicate the need to consider subgroups of international students for research purposes. Se exploraron el uso de alcohol, el estrés por aculturación y las motivaciones para beber de 262 alumnos en programas de inglés como lengua extranjera en una universidad comunitaria estadounidense. El consumo de alcohol fue moderadamente bajo, pero las diferencias entre dos grupos con diferente estatus legal indican la necesidad de considerar subgrupos de estudiantes internacionales a la hora de realizar investigaciones.     

Impact of Social Support and Coping on Acculturation and Acculturative Stress of East Asian International Students

The purpose of this study was to investigate the effects of social support and coping on acculturation and acculturative stress of international students. The authors used hierarchical multiple regression analysis to study a sample of 232 East Asian international students. The results indicate that social support and coping were partial mediators on the relationship between acculturation and acculturative stress. Implications, limitations, and recommendations for future research are provided. El propósito de este estudio fue investigar los efectos del apoyo social y el afrontamiento en la aculturación y el estrés aculturativo de los estudiantes internacionales. Se estudió una muestra de 232 estudiantes internacionales de Asia Oriental usando un anaálisis de regresión múltiple jerárquica. Los resultados indican que el apoyo social y el afrontamiento fueron mediadores parciales en la relación entre aculturación y estrés aculturativo. Se proporcionan implicaciones, limitaciones y recomendaciones para investigaciones futuras.     

Attachment,Coping, Acculturative Stress,and Quality of Life Among Haitian Immigrants

This study investigated the relationship between attachment, coping, acculturative stress, and quality of life (QOL) in a sample of Haitian immigrants in the United States. Results indicated that an increase in years living in the United States and greater anxiety attachment were negatively associated with QOL and that higher levels of adaptive coping were associated with higher QOL and lower levels of acculturative stress. Implications for counseling and recommendations for future research are discussed.     

Coping Styles Mediate Perfectionism Associations with Depression Among Undergraduate Students

To better understand depression among adolescent university students, this study was designed to examine coping style as a potential mediator between perfectionism and depression. Participants comprised 510 undergraduate students from Malaysia. Structural Equation Modelling demonstrated that personal standards perfectionism and task-focused coping style were negatively associated with depression, while emotion-focused coping style, avoidant coping style, and evaluative concerns perfectionism were positively associated with depression. Multiple mediator modelling provided evidence that coping styles partially mediated the relationship between perfectionism and depression. These findings advance current knowledge by suggesting how perfectionism may contribute to depression and may inform the development of more effective prevention and intervention programs for depression.     

Dispositional and Psychosocial Variables as Longitudinal Predictors of Acculturative Stress

As societies become more multicultural, citizens need to develop self‐regulatory mechanisms in order to successfully cope with the increasing levels of psychosocial stress related to acculturation. In this study, a longitudinal theoretical model was tested in order to evaluate the role of implicit theories of cultural intelligence, causal attributions, perceived social support, and cultural identity as predictors of acculturative stress. The research was carried out in Spain across three consecutive years with a multicultural sample of 292 students (natives and immigrants). The results confirm the proposed theoretical model using multi‐group structural equation modelling to test the equivalence of the longitudinal causal structure in immigrants and natives. Moreover, mediation analyses confirmed the mediating effect of cultural identity between the implicit theories of cultural intelligence and acculturative stress, as well as the mediating effect of perceived social support between causal attributions and acculturative stress. The model indicates the relevance of promoting psychosocial interventions with native and immigrant adolescents in intercultural contexts. In those interventions, it will be relevant to promote incremental implicit theories of cultural intelligence and internal causal attributions, as well as to highlight a more intercultural identity and to encourage greater social support networks.     

Acculturative Stress,Parental and Professor Attachment,and College Adjustment in Asian International Students

This study examined parental and professor attachment as buffers against acculturative stress and as predictors of college adjustment of 210 Asian international students (AISs). Moderated hierarchical regression analyses revealed that acculturative stress negatively and secure parental and professor attachment positively predicted academic integration. Secure professor attachment positively predicted grade point average. Mother attachment may buffer against acculturative stress on academic integration; father attachment may exacerbate it. Counselors may use these findings to enhance AISs' attachment functioning for their college adjustment. Este estudio examinó el apego parental y el apego al profesor como protectores contra el estrés aculturativo y como indicadores de adaptación al entorno académico en 210 estudiantes internacionales asiáticos (AIS, por sus siglas en inglés). Los análisis de regresión jerárquica moderada revelaron que el estrés aculturativo fue un indicador negativo de integración académica, mientras que el apego parental y el apego al profesor fueron indicadores positivos. El apego seguro al profesor fue un indicador positivo de la media de las calificaciones académicas. El apego materno puede proteger contra el estrés aculturativo en la integración académica; el apego paterno puede agravarlo. Los consejeros pueden usar estos descubrimientos para enfatizar el funcionamiento del apego en los AIS para su adaptación al entorno académico.     

Stress,Sex Differences,and Coping Strategies Among College Students

The sources of stress (academics, financial, family, social, and daily hassles) and coping strategies (self-help, approach, accommodation, avoidance, and self-punishment) of 166 college students were examined. The relationship between sex, specific sources of stress, and coping strategies was also investigated. Students completed a stress assessment inventory and a stress coping inventory based on a 5-factor revised COPE model (Zuckerman and Gagne Journal of Research in Personality, 37:169–204, 2003). Results found that college women reported a higher overall level of stress and greater use of emotion-focused coping strategies than college men. College men and women also reported different coping strategies for different stressors; however the use of emotion-focused coping strategies dominated over problem-solving strategies for both men and women. These results have implications for designing stress reduction workshops that build on the existing adaptive emotion-focused strategies of college students.     

The Role of Coping Styles and Self-efficacy in the Development of Dysphoric Mood Among Nursing Students

Coping styles and self-efficacy have been recognized as important determinants of dysphoric mood. The objectives of this study were to determine the influence of these two factors on depression and anxiety in Japanese students. A set of questionnaires, including the Hospital Anxiety and Depression (HAD) Scale, the Coping Inventory for Stressful Situations (CISS), and the Self-efficacy Scale (SES) was distributed to 146 nursing students. Structural equation modelling was conducted to specify the relationships between measured variables. The HAD depression and anxiety scores were predicted by emotion-oriented coping. The HAD depression alone was predicted by avoidance-oriented coping. Self-efficacy scores predicted the emotion-oriented coping and HAD depression scores. Students’ dysphoric moods were influenced by emotional-oriented coping that mediated the effects of low self-efficacy, and self-efficacy also had a direct effect on depression.     

Acculturative Stress Among Cuban American College Students: Exploring the Mediating Pathways Between Acculturation and Psychosocial Functioning

We examined different dimensions of acculturative stress in mediating the association between acculturation and psychosocial functioning among 199 Cuban American college students (M age = 20.1 years) in Miami. Results showed that heritage‐cultural orientation was directly associated with self‐esteem. No other direct relations emerged. Spanish competency pressures and pressures against acculturation mediated the relationships between heritage‐cultural orientation and internalizing symptoms, whereas pressures to acculturate mediated the association between American cultural orientation and self‐esteem. These findings highlight the unique roles of different components of acculturative stress in the relationship of heritage and American cultural orientation to Cuban American adolescents' psychosocial well‐being. Implications regarding the multidimensionality of acculturation and of acculturative stress are discussed.     

Relations Among Racial Identity Attitudes,Perceived Stressors,and Coping Styles in African American College Students

This study expanded on previous research with African American college students at predominantly White institutions by examining the theoretically relevant but unexplored relations among racial identity attitudes and (a) both general and culture-specific stressors and (b) problem-focused coping styles. Ninety African American college students at a predominantly White university completed the Black Racial Identity Attitudes Scale, Black Student Stress Inventory, Problem Solving Inventory, and Problem-Focused Style of Coping Scale. A series of multivariate regression analyses revealed that specific racial identity attitudes were statistically significant predictors of both general and culture-specific stressors. In addition, one racial identity attitude status (immersion/emersion) was a unique predictor of general perceived stressors and problem solving. Results suggest the importance of racial identity schemata as a critical factor in predicting stress and coping responses of African American students at predominantly White institutions. The findings also underscore the utility in distinguishing between general and culture-specific stressors, which traditionally have been ignored in the psychological literature.     

The Effect of Perfectionism and Acculturative Stress on Levels of Depression Experienced by East Asian International Students

This study examined relationships among acculturative stress, grade point average satisfaction, maladaptive perfectionism, and depression in 52 East Asian international students and 126 North American students. Results indicated that a combined effect of perfectionism and acculturative stress accounted for more than 30% of the variance related to depression. Implications include the importance of attending to perfectionism and acculturative stress for improving the overall well‐being of East Asian international students. Este estudio examinó las relaciones entre el estrés aculturativo, la satisfacción con el promedio de calificaciones, el perfeccionismo inadaptado y la depresión en 52 estudiantes internacionales del este asiático y 126 estudiantes norteamericanos. Los resultados indicaron que el efecto combinado del perfeccionismo y el estrés aculturativo representó más del 30% de la varianza relacionada con la depresión. Las implicaciones incluyen la importancia de prestar atención a los niveles de perfeccionismo y estrés aculturativo para mejorar el bienestar general de los estudiantes internacionales del este asiático.     

Acculturative Stress Among Hispanics: A Bidimensional Model of Ethnic Identification

This study was an attempt to examine the effects of two components of social identification (i. e., ethnic and mainstream) on stress related to both cultural disparity and perceived discrimination. Results based on a sample of 164 Hispanics indicated the independence of these two dimensions of social identification. As hypothesized, lack of mainstream acceptance was associated with acculturative stress. Furthermore, among individuals with a high level of ethnic identification, poor identification with the mainstream resulted in more stress than high mainstream identification. These findings suggested that the bipolar model, in which ethnic and mainstream affiliation are considered opposites of each other, should be revised.     

Acculturative Distress Among Hispanics: The Role of Acculturation,Coping, and Intercultural Competence

Among 96 Hispanic adults, mostly recent immigrants responding in Spanish, intercultural competence contributed to variance in acculturative distress beyond that already accounted for by general coping, acculturation, and sociodemographic variables. Intercultural competence best predicted acculturative distress. Findings suggest that Hispanics with a low sense of intercultural and intracultural proficiency may experience increased stress. Entre 96 adultos hispanos, inmigrantes en su mayor parte recientes que responden en el español, la capacidad intercultural contribuida a la variación de asimilación penosa más allá que ha sido justificada por el enfrentamiento general, asimilación, y los variables sociodemograficos. La capacidad intercultural que mejor predijo la penosa asimilación. Los hallazgos sugieren que los hispanos con un sentido bajo de nivel de competencia intercultural y intracultural pueden sufrir de un nivel alto de estrés.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

Roles of Leisure in Coping with Stress Among University Students: A Repeated-Assessment Field Study

This article reports findings of a study to examine the effects of leisure coping on various stress coping outcomes including: immediate outcomes (perceived coping effectiveness, perceived satisfaction with coping outcomes, and perceived stress reduction) and distal or long-term outcomes (physical and mental ill-health and psychological well-being), above and beyond the contributions of general coping - coping not directly associated with leisure. A repeated-assessment field design was used to examine ways in which university students cope with stressors in their daily lives. The study found that leisure coping beliefs (leisure-generated dispositional coping resources) significantly predicted lower levels of mental and physical ill-health and greater levels of psychological well-being above and beyond the effects of general coping. Also, the use of leisure coping strategies (situation-specific stress coping strategies through leisure) was significantly associated with higher levels of perceived coping effectiveness and stress reduction when the effects of general coping were taken into account. Significant contributions of specific leisure coping dimensions were found as well.     

Coping Resources, Perceived Stress, and Life Satisfaction Among Turkish and American University Students

This study investigated coping resources (Coping Resources Inventory for Stress), perceived stress (Perceived Stress Scale), and life satisfaction (Satisfaction with Life Scale) among American and Turkish university students. Results support the use of transactional stress constructs in studying life satisfaction with students in both countries. American and Turkish students did not differ significantly in regard to perceived stress, life satisfaction, or an overall measure of coping resources; however, they did differ significantly regarding specific coping resources. Variables entering regression models for predicting life satisfaction differed for students in the two countries and for the sexes within countries, and these models accounted for between 30% and 62% of variance. Social support and a sense of financial freedom were particularly useful in predicting life satisfaction. Coping resources accounted for 54% of variance in perceived stress. There were significant sex differences for both countries, generally favoring males, in regard to specific coping resources.     

Examining Identity Styles and Religiosity Among Chilean Undergraduate Students

This study tested Berzsonky’s theory of identity styles and identity commitment in predicting religiosity. Participants were university students (N?=?320) from Chile who were surveyed with the ISI-3 and BRS-6 instruments to measure identity styles and religiosity. Path analysis was used to test the model, which suggested that the three identity styles all had direct effects on commitment. Commitment, in turn, had a direct effect on religiosity. Results revealed that normative, informational, and diffuse-avoidant styles had direct effects on identity commitment, with commitment having a direct effect on religiosity. Also, normative style was shown to have a direct effect on religiosity. Overall, results indicated that commitment is key in explaining religiosity from the perspective of Berzonsky’s theory.     

大学生心理压力应对方式特点的研究

本研究采用自编的大学生压力应对方式闯卷,考察了全国各地2007名大学生心理压力应对方式的特点。结果表明：(1)大学生压力应对方式问卷具有良好的内容效度和预测能力,内部一致性和测量稳定性理想;(2)大学生的压力应对方式总体上以心理调节机制为主,自我防御和外部疏导机制使用较少;(3)在压力的应对方式上,大一学生以外部求助、压抑、幻想和调整情绪方式为主,大二、大三学生以自我防御方式和总结经验为主,大四学生则较多采用心理调节机制的方式;(4)女生的应对方式比男生更积极,农村来源的大学生倾向于压抑自己和总结经验,城市来源的学生更喜欢宣泄压力,独生子女的应对方式以消极防御机制居多。     

Emotion Regulation and Coping Strategies in Pedagogical Students with Different Attachment Styles

Abstract : Emotion regulation (ER) and coping strategies were compared in 242 pedagogical students from the Faculty of Education, University of Ljubljana, with different attachment styles: secure (51.3%), fearful (31.9%), preoccupied (14.2%), and dismissive (2.7%). The students’ ages ranged from 18 to 24 years ( M = 19.02; SD = .92), and the majority were female (95.0%). They completed three questionnaires assessing their attachment styles and their use of ER and coping strategies. It was determined that the students used the majority of ER and coping strategies sometimes. Somewhat different patterns in the use of ER and coping strategies were, however, present in each attachment‐based group. Significant differences between these groups appeared in their use of the ER strategies of social support, suppression, and comfort eating, and in the coping strategies of seeking social support and escaping or avoiding stressful situations.