Academic stress of Native American undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs

Christine L. Chee, Gerald Shorty, Sharon Kurpius

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Little empirical attention has been given to the academic stress experienced by Native American undergraduates. This study explored the relation of self-beliefs, ethnic identity, and cultural congruity with academic stress among 158 (65 males and 93 females) Native American university undergraduates. Participants completed instruments assessing self-esteem, academic self-efficacy (grade and task), ethnic identity (centrality, public regard, and private regard), cultural congruity, and academic stress. Hierarchical regressions revealed that self-beliefs (specifically task self-efficacy), ethnic identity (particularly public regard), and cultural congruity predicted academic stress, accounting for 23.7% of the variance. Each of these constructs was negatively related to academic stress. These findings are discussed in light of the literature, and ideas for college-based interventions are given.

Original languageEnglish (US)
Pages (from-to)65-73
Number of pages9
JournalJournal of Diversity in Higher Education
Volume12
Issue number1
DOIs
StatePublished - Mar 2019

Keywords

  • Academic stress
  • Cultural congruity
  • Ethnic identity
  • Native Americans
  • Self-beliefs

ASJC Scopus subject areas

  • Education

Fingerprint Dive into the research topics of 'Academic stress of Native American undergraduates: The role of ethnic identity, cultural congruity, and self-beliefs'. Together they form a unique fingerprint.

  • Cite this