Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Arbona, Consuelo

doi:10.15640/jpbs.v4n1a2

Cited by 6 publications

(5 citation statements)

References 33 publications

(51 reference statements)

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“…Self-efficacy also describes the individual self-confidence to behave and execute specific achievements under consideration (Bandura, 2001). Student's level of academic self-efficacy perceived as the student's level of self-certainty to achieve the particular academic achievement in assignments, midterms, course work, and year-end results (Arbona, 2016). Students' academic self-efficacy related to self-planned learning and academic achievements among Korean students (You, 2018).…”

Section: Academic Self-efficacymentioning

confidence: 99%

Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

Mohammed

Ibrahim

Yunus³

2021

JKMJC

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Social media usage is known to harness new lifestyle among the youth. Use of social media promotes the negative as well as positive consequences for the students in general and academic life. This study examined the relationship between social media usage, multitasking of social media, and students' academic self-efficacy on students' academic performance among Malaysian youth. The current work also evaluates the mediating effect of students' academic self-efficacy on social media usage and social media multitasking on their academic performance. This study embraced a cross-sectional research design and quantitative data collected from 644 Malaysian students of higher education institutions. The collected data were analysed using SPSS v23 and PLS-SEM-based SmartPLS 3.1. The findings revealed that social media usage and social media multitasking are positively and significantly related to students' self-efficacy. Moreover, the results also showed that social media usage and multitasking, and students' self-efficacy are significantly associated with their academic performance. The results also exposed the mediational effect of students' self-efficacy on the relationship between social media multitasking and students' academic performance in higher education. The study recommends that by initiating the self-efficacy program in promoting social media's academic use and multitasking among Malaysian higher education students would result in better performance. Keywords: Social Media, self-efficacy, multitasking, media usage, academic performance.

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Section: Academic Self-efficacymentioning

confidence: 99%

Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

Mohammed

Ibrahim

Yunus³

2021

JKMJC

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“…The CPQ is currently a basic reference in the research on retention and persistence in university [15,[18][19][20][21]. These studies focus both on determining its relationship with different psychoeducational constructs (e.g., psychological well-being [22], basic needs -competence, relatedness and autonomy- [23], academic and social overload [24], cultural intelligence [25], dropping out of post-graduate studies [5,26,27]), and on evaluating the effectiveness of different intervention programs at the university [28,29]. Moreover, its simplicity and ease of application have contributed to its use by more than 40 universities seeking to evaluate the adequacy and quality of the FYS university experiences stemming from the student's interaction with the institution's academic and social environment [10].…”

Section: Introductionmentioning

confidence: 99%

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

et al. 2019

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This paper analyzes the factorial and predictive validity of a Spanish adaptation of the College Persistence Questionnaire (SCPQ) on the retention of first year students (FYS) at university. The participants were 490 FYS from two public universities in Southern Europe (Spain). Factorial analysis of the SCPQ (χ2/gl = 1.66, CFI = 0.92, NNFI = 0.91, RMSEA = 0.04) showed six reliable dimensions, similar to those found in the original study: Academic Integration, Social Integration, Supportive Services Satisfaction, Academic Conscientiousness, Degree Commitment and Institutional Commitment. Logistic regression showed that institutional commitment significantly predicted FYS’ permanence. The results support SCPQ’s validity as an adequate and useful tool for assessing FYS’ academic experiences involved in student retention.

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“…Findings from this dissertation study supported published research that among URM BSN students enrolled at PWIs, minority status stress is a unique source of stress associated with persistence attitudes (Arbona, Fan, & Olvera, n.d.). These findings were consistent with previous research, which affirmed that minority students are more likely to experience minority status stress while attending a predominately White college or university (Cokley et al, 2017;Arbona, 2016;McClain et al, 2015).…”

Section: Study Hypothesis Onesupporting

confidence: 92%

Stressed out: stressed out! Implications of minority status stress among underrepresented minority BSN students

McGee¹

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This study explored and described the prevalence of perceived stress and minority status stress levels among undergraduate Bachelor of Science in Nursing (BSN) students and their relationship to academic persistence. Two research questions motivate this study: 1) What are the differences in perceived stress levels between underrepresented minority (URM) and White BSN students, and 2) What is the relationship between minority status stress (MSS) and the persistence attitudes of URM BSN students. It was hypothesized that: 1) URM BSN students experience stress related to minority status, and 2) the additive levels of perceived MSS will be significantly related to academic persistence attitudes. Previous research studies utilize traditional models of stress and coping in a sample of predominately White, young, traditional college students. Therefore, the unique stressors related to one's minority status are not examined. This study advances our understanding of stress among URM BSN students and proposes a conceptual framework in which to analyze the problem, thus allowing social workers to understand the context of stress in marginalized groups holistically. A quantitative, cross-sectional survey design study was conducted. Using a convenience sample (N=99), we collected data from three four-year, public, accredited BSN programs in the Midwestern region of the United States. The findings from this research study show the impact of parental income and mother's level of education upon academic persistence attitudes. Underrepresented minority students experience minority status stress. The findings offer insight for social workers, nursing school administrators, and student affairs personnel in better understanding the relationship between MSS and academic persistence.

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Ethnic Minority Status Stress, Self-Efficacy, and Persistence Intentions among Hispanic College Women: A Moderation Analysis

Cited by 6 publications

References 33 publications

Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

Exploring The Relationship of Social Media Usage and Multitasking of Social Media on Self-Efficacy and Academic Performance

Predicting First-Year College Student Retention: Validation of the College Persistence Questionnaire in a Spanish Sample

Stressed out: stressed out! Implications of minority status stress among underrepresented minority BSN students

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