This article describes two separate studies that were conducted to develop and validate a measure of the prolonged stress activation and anticipatory race-related stress response in African American adults (Prolonged Activation and Anticipatory Race-Related Stress Scale [PARS]). In Study 1, an exploratory factor analytic procedure (N = 292) resulted in a 17-item measure with four underlying factors: (a) Perseverative Cognition, (b) Secondary Appraisal, (c) Anticipatory Race-Related Stress Scale-Psychological, and (d) Anticipatory Race-Related Stress Scale-Physiological. In Study 2 (N = 227), a confirmatory factor analytic procedure was conducted to evaluate and compare the underlying factor structure for several competing models of the PARS. This procedure supported a fourfactor oblique solution as having the best fit to the data. Study 2 also provided evidence for the convergent validity of the PARS in that its factor scores correlated, in the anticipated direction, with scores on measures of related constructs. Article Utsey et al.

This study examined the predictor and moderator effects of ego resilience and mindfulness on the relationship between academic stress and psychological well-being in a sample of Ghanaian college students (N = 431). The results indicated that academic stress was positively associated with both anxiety and depression and that mindfulness and ego resilience were both negatively associated with anxiety and depression. Mindfulness buffered the positive relationship between academic stress and depression but not anxiety. In contrast, ego resilience buffered the positive relationship between academic

TBI caregiver interventions in Latino populations would likely benefit from including programming or techniques to improve family dynamics, especially family cohesion, given the strong potentially reciprocal influence of these dynamics on caregiver mental health.

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This study examined the mediator effects of the fear of negative evaluation (FNE) on the relation between academic stress and psychological symptoms in a sample of Ghanaian college students (N = 431). A multi-step structural equation modelling (SEM) procedure was used to test the specified mediator model and several fit indices were calculated to assess how well the model fit the data. In addition, path coefficients were calculated to determine whether mediation had been established. The results indicated that the specified model produced a good fit to the data. Moreover, the findings revealed that FNE partially mediated the relation between academic stress and the psychological symptoms of anxiety and depression. Implications for the study’s findings are discussed and recommendations for future research are presented.