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Social support and psychosocial competence: Explaining the adaptation to college of ethnically diverse students
Author(s) -
Zea Maria Cecilia,
Jarama S. Lisbeth,
Bianchi Fernanda Trotta
Publication year - 1995
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/bf02506966
Subject(s) - ethnically diverse , psychosocial , health psychology , psychology , social support , social psychology , public health , adaptation (eye) , ethnic group , sociology , medicine , psychotherapist , anthropology , nursing , neuroscience
Examined relationships among social support, psychosocial competence, and adaptation to college in a sample of 357 African American, Asian American, Latino, and white college students. Social support and active coping were significant predictors of adaptation to college, whereas locus of control was not. However, there was an interaction between ethnicity and locus of control indicating that although internal African American, Latino, and white students had higher adaptation‐to‐college scores than external students, the opposite was true for Asian Americans. The relationships among social support, internality, and active coping were also explored. Satisfaction with social support and internality were positively related to active coping, but locus of control and social support were unrelated. Active coping and internality were significantly related to each other for all groups except for African Americans. Although most relationships were the same across groups, these findings call attention to the role of ethnicity as a moderator of college adjustment processes.