Social support, self-concept, ethnic identity, and college adjustment among Afro-Caribbean college students
The overall purpose of this dissertation study was to examine the effects of social support, self-concept, and ethnic identity on the college adjustment of Afro-Caribbean college students. Eighty-nine Afro-Caribbean participants completed online questionnaires that included demographic questions and measures of perceived social support, self-concept, ethnic identity, and college adjustment. Sequential multiple regression analyses were run in which students’ college adjustment scores were regressed on social support (from family and friends), self-concept (academic, opposite-sex peer relations, and emotional stability), and ethnic identity. Results of the study indicated that, together, the self-concept variables significantly increased the amount of explained variance in all college adjustment outcome variables (overall, academic, social, and personal-emotional adjustment; and goal commitment/institutional attachment). Academic self-concept had a significant large effect on overall college adjustment, academic adjustment, and goal commitment/institutional attachment. Opposite-sex peer relations had a significant moderate effect on overall college adjustment and a significant large effect on social adjustment and goal commitment/institutional attachment. Emotional stability had a significant large effect on overall college adjustment, social adjustment, and personal-emotional adjustment. Ethnic identity appeared to slightly increase the effect of the self-concept variables on all college adjustment variables. These findings suggest that further research contributing to the literature and efforts towards better understanding and enhancing the college experiences of Afro-Caribbean students is warranted.^
Caribbean studies|Educational psychology|Counseling Psychology
Gustave, Stephanie Joanna, "Social support, self-concept, ethnic identity, and college adjustment among Afro-Caribbean college students" (2016). ETD Collection for Fordham University. AAI10112663.