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Stress and Impostor Phenomenon: A Racially Diverse Perspective Using Path Analysis
Stress and Impostor Phenomenon: A Racially Diverse Perspective Using Path Analysis
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091528.5
- ISBN
- 9798270231170
- DDC
- 305.8
- 서명/저자
- Stress and Impostor Phenomenon: A Racially Diverse Perspective Using Path Analysis / Keoshia Johnea Harris
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (234 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Whittaker, Tiffany A.; Cokley, Kevin O. Committee members: Awad, Germine; Castro, Yessenia.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약College is a transformative time for students. Their experiences can be shaped equally by their overall stress levels, their perceived level of competence or impostor feelings, and the larger sociopolitical climate. Given that there have been significant changes in higher education, understanding the stress and impostor feelings of the current generation of college students could be helpful with addressing the ever-growing mental health concerns within the college student population. Furthermore, the college experiences of racial minority and White college students tend to vary so the current dissertation aims to examine how the relationships between the variables of interest vary across the four different racial groups. The current dissertation uses the Phenomenological Variant of Ecological Systems Theory (PVEST) as a guiding framework. A multigroup path analysis was conducted to examine the relationship between racial discrimination (bother and frequency), academic stress, and IP among a racially diverse college student sample (N = 407). In comparison to studies conducted prior to the national pandemic in 2020, the academic stress and the racial discrimination bother levels were endorsed at a higher level in the current college student sample. Additionally, racial differences were found in the endorsement of racial discrimination frequency, academic stress, and IP. Finally, the relationship between racial discrimination frequency and IP was not significant for any of the racial groups. However, the relationships between racial discrimination bother and IP and academic stress and IP were significant for certain racial groups. The covariances between academic stress and racial discrimination (bother and frequency) were significant for all racial groups. Regarding racial group differences, the relationship between academic stress and IP was significantly higher for Asian students than Latinx and African American students. These findings support the need to continue to support students within their respective academic environments considering that the current sample of students endorsed significantly higher levels of stress in comparison to college students in previous years. Furthermore, the findings suggest that collapsing multiple racial groups into one category may lead to unique differences being missed.
- 언어주기
- English
- 일반주제명
- Higher education
- 일반주제명
- African American studies
- 일반주제명
- Ethnic studies
- 키워드
- Academic stress
- 키워드
- Racial groups
- 키워드
- Racial minority
- 기타저자
- The University of Texas at Austin Educational Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091528.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270231170
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a305.8
■1001 ▼aHarris, Keoshia Johnea▼eauthor.
■24510▼aStress and Impostor Phenomenon: A Racially Diverse Perspective Using Path Analysis ▼cKeoshia Johnea Harris
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (234 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Whittaker, Tiffany A.; Cokley, Kevin O. Committee members: Awad, Germine; Castro, Yessenia.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aCollege is a transformative time for students. Their experiences can be shaped equally by their overall stress levels, their perceived level of competence or impostor feelings, and the larger sociopolitical climate. Given that there have been significant changes in higher education, understanding the stress and impostor feelings of the current generation of college students could be helpful with addressing the ever-growing mental health concerns within the college student population. Furthermore, the college experiences of racial minority and White college students tend to vary so the current dissertation aims to examine how the relationships between the variables of interest vary across the four different racial groups. The current dissertation uses the Phenomenological Variant of Ecological Systems Theory (PVEST) as a guiding framework. A multigroup path analysis was conducted to examine the relationship between racial discrimination (bother and frequency), academic stress, and IP among a racially diverse college student sample (N = 407). In comparison to studies conducted prior to the national pandemic in 2020, the academic stress and the racial discrimination bother levels were endorsed at a higher level in the current college student sample. Additionally, racial differences were found in the endorsement of racial discrimination frequency, academic stress, and IP. Finally, the relationship between racial discrimination frequency and IP was not significant for any of the racial groups. However, the relationships between racial discrimination bother and IP and academic stress and IP were significant for certain racial groups. The covariances between academic stress and racial discrimination (bother and frequency) were significant for all racial groups. Regarding racial group differences, the relationship between academic stress and IP was significantly higher for Asian students than Latinx and African American students. These findings support the need to continue to support students within their respective academic environments considering that the current sample of students endorsed significantly higher levels of stress in comparison to college students in previous years. Furthermore, the findings suggest that collapsing multiple racial groups into one category may lead to unique differences being missed.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aCommunity college education
■650 4▼aHigher education
■650 4▼aAfrican American studies
■650 4▼aEthnic studies
■653 ▼aAcademic stress
■653 ▼aAfrican American students
■653 ▼aRacial discrimination
■653 ▼aRacial groups
■653 ▼aRacial minority
■7102 ▼aThe University of Texas at Austin▼bEducational Psychology.▼edegree granting institution.
■7201 ▼aWhittaker, Tiffany A.▼edegree supervisor.
■7201 ▼aCokley, Kevin O.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361180▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
