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Problem-solving effectiveness and ra...

Myers, Christopher.

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Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities./
Author:	Myers, Christopher.
Description:	93 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0567.
Contained By:	Dissertation Abstracts International66-01B.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159691
ISBN:	9780496928033

Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities.
Myers, Christopher.

Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities. - 93 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0567.

Thesis (Ph.D.)--State University of New York at Albany, 2005.

In this study Helms's (1990) model of racial identity development and Heppner's (1988) theory of problem-solving effectiveness were applied to the college adjustment process of Black students attending a predominantly White university (PWU). It was argued that Black students attending a PWU face significant race-related stress, over and above general stress. It was hypothesized that both racial internalization attitudes and problem-solving effectiveness would significantly predict greater adjustment, and that significant interactions would be found with race-related stress.

ISBN: 9780496928033Subjects--Topical Terms:

1017673
Black Studies.

Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities.
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040 $a UnM $c UnM
100 1 $a Myers, Christopher. $3 1543490
245 1 0 $a Problem-solving effectiveness and racial identity as moderators of the relationship between race-related stress and adjustment and Black-American students at predominantly White universities.
300 $a 93 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: B, page: 0567.
500 $a Chair: Monroe A. Bruch.
502 $a Thesis (Ph.D.)--State University of New York at Albany, 2005.
520 $a In this study Helms's (1990) model of racial identity development and Heppner's (1988) theory of problem-solving effectiveness were applied to the college adjustment process of Black students attending a predominantly White university (PWU). It was argued that Black students attending a PWU face significant race-related stress, over and above general stress. It was hypothesized that both racial internalization attitudes and problem-solving effectiveness would significantly predict greater adjustment, and that significant interactions would be found with race-related stress.
520 $a The study sampled 95 Black students (33 men, 57 women and 5 unreported) on a mid-sized public PWU in the northeast. Participants completed the Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1984), the Schedule of Racist Events (SRE; Landrine & Klonoff, 1996), the Problem Solving Inventory (PSI; Heppner, 1988), the Racial Identity Attitudes Scale for Blacks (RIAS-B; Helms, 1990), The College Student Life Events Schedule (CSLE; Sandler & Lakey, 1982), and a demographic questionnaire.
520 $a Results showed no effect for general stress. Race-related stress, problem-solving effectiveness, and internalization were significantly predictive of self-reported social adjustment. No significant interactions were found. For academic adjustment, only problem-solving effectiveness was uniquely predictive. A significant interaction (race-related stress X internalization) was also found, such that students at low levels of internalization and high levels of race-related stress reported poorer academic adjustment.
520 $a The findings suggest that racial identity attitudes and problem-solving effectiveness play important roles in the academic and social adjustment of Black students attending PWUs. Limitations of the current study and implications for practice future research are discussed.
590 $a School code: 0668.
650 4 $a Black Studies. $3 1017673
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Guidance and Counseling. $3 1017740
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690 $a 0622
690 $a 0525
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710 2 0 $a State University of New York at Albany. $3 769258
773 0 $t Dissertation Abstracts International $g 66-01B.
790 1 0 $a Bruch, Monroe A., $e advisor
790 $a 0668
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159691