Presentation Title

Investigating Latino/a College Students’ Stress and Social Support

Faculty Mentor

Dr. Tara Suwinyattichaiporn

Start Date

17-11-2018 2:15 PM

End Date

17-11-2018 2:30 PM

Location

C153

Session

Oral 3

Type of Presentation

Oral Talk

Subject Area

behavioral_social_sciences

Abstract

Stress is a big issue amongst college students (Crocker & Luhtanen, 2003). Previous evidence showed a direct link between stress and Latino/a student success, especially ones from low-income households (Castillo & Hill, 2004). This study was conceptualized with factors such as teacher and classmate social support being imperative to the success of Latino/a students in college. Two hypotheses drove this research. H1: There is a negative correlation between teacher social support and stress among Latino/a college students. H2: There is a negative correlation between classmate social support and stress among Latino/a college students. The data collected is a part of a larger study. Analyses were based on a sample of 1,420 Latino/a college students at a large university in California. The results indicated significant negative correlations for both hypotheses that students who received social support from their teachers and/or classmates experienced lower stress levels. The findings in this study suggest that academic success can be positively impacted by the extent of social support for the Latino/a college students from their classmates and teachers. Practical implications include, teachers conducting one-on-one advising sessions with Latino/a students to gauge stress levels and express social support, and classmates communicating supportively to one another.

Keywords: Social Support, Latino/a, College Students, Stress Levels, Academic Success

References:

Castillo, L. G., & Hill, R. D. (2004). Predictors of distress in Chicana college students. Journal of Multicultural Counseling and Development, 32(4), 234-248.

Crocker, J., & Luhtanen, R. K. (2003). Level of self-esteem and contingencies of self-worth: unique effects on academic, social, and financial problems in college students. Personality and Social Psychology Bulletin, 29(6), 701-712. doi:10.1177/0146167203029006003

Summary of research results to be presented

Results show support for both hypotheses. There is a significant negative correlation for H1 between teacher social support and stress among Latino/a college students (p < .05). There is also a significant negative correlation for H2 between classmate social support and stress among Latino/a college students (p < .05). Implications will be discussed further.

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Nov 17th, 2:15 PM Nov 17th, 2:30 PM

Investigating Latino/a College Students’ Stress and Social Support

C153

Stress is a big issue amongst college students (Crocker & Luhtanen, 2003). Previous evidence showed a direct link between stress and Latino/a student success, especially ones from low-income households (Castillo & Hill, 2004). This study was conceptualized with factors such as teacher and classmate social support being imperative to the success of Latino/a students in college. Two hypotheses drove this research. H1: There is a negative correlation between teacher social support and stress among Latino/a college students. H2: There is a negative correlation between classmate social support and stress among Latino/a college students. The data collected is a part of a larger study. Analyses were based on a sample of 1,420 Latino/a college students at a large university in California. The results indicated significant negative correlations for both hypotheses that students who received social support from their teachers and/or classmates experienced lower stress levels. The findings in this study suggest that academic success can be positively impacted by the extent of social support for the Latino/a college students from their classmates and teachers. Practical implications include, teachers conducting one-on-one advising sessions with Latino/a students to gauge stress levels and express social support, and classmates communicating supportively to one another.

Keywords: Social Support, Latino/a, College Students, Stress Levels, Academic Success

References:

Castillo, L. G., & Hill, R. D. (2004). Predictors of distress in Chicana college students. Journal of Multicultural Counseling and Development, 32(4), 234-248.

Crocker, J., & Luhtanen, R. K. (2003). Level of self-esteem and contingencies of self-worth: unique effects on academic, social, and financial problems in college students. Personality and Social Psychology Bulletin, 29(6), 701-712. doi:10.1177/0146167203029006003