Sharon E. Robinson Kurpius

The Validation of the Cultural Congruity Scale and the University Environment Scale with Chicano/a Students

The purpose of this study was to develop, pilot, and validate two measures theoretically relevant to the persistence of Chicano/a students in institutions of higher education. Two scales, the Cultural Congruity Scale (CCS) and the University Environment Scale (UES), were developed and tested. The scales were piloted and then administered to 454 Chicano/a undergraduates at two large southwestern universities. Strong internal consistencies were found for both scales. When used in regression equations, both scales were significant predictors of academic persistence decisions. Implications for counseling psychologists, university faculty and staff and others within the university setting are discussed.

Meaning, Purpose, and Religiosity in At-Risk Youth: The Relationship between Anxiety and Spirituality

This study investigated the relationship between spiritual well-being and anxiety in at-risk adolescents. The State-Trait Anxiety Inventory, the Spiritual Well-Being Scale, a revised version of the Allport-Ross Religious Orientation Scale, and the Social Provisions Scale were administered to 45 male and female high school students who were considered to be at-risk. The research found that the higher the spiritual well-being, existential well-being, religious well-being and intrinsic religious orientation were among males, the lower the anxiety. Only lower existential well-being was associated with lower anxiety among females. Spiritual well-being and female gender were found to be the best predictors of anxiety from the variables studied.

Influences of self-beliefs, social support, and comfort in the University environment on the academic nonpersistence decisions of American Indian undergraduates

This study investigated the influence of self-beliefs, social support, and comfort in the university environment on the academic nonpersistence decisions of 83 American Indian undergraduates. The self-belief construct comprised self-esteem and 2 dimensions of college-related self-efficacy. The social support cluster consisted of 3 variables: family support, friend support, and perception of being mentored. The 3rd cluster, comfort in the university environment, was measured by perceptions of university environment, cultural congruity, and college stress. Although each of the 3 constructs significantly accounted for academic nonpersistence decisions, social support was the strongest predictor, followed by comfort in the university environment, and then self-beliefs. Students who perceived being mentored were more likely to report decreased nonpersistence decisions. Similarly, students who had more positive perceptions of the university environment were more likely to make fewer nonpersistence decisions. Finally, higher self-esteem and greater college-related self-efficacy were associated with decreased nonpersistence decisions. Research-informed practice implications for increasing the academic persistence of American Indian students include fostering mentoring relationships and providing interventions to increase social support, self-esteem, and self-efficacy.

The Relationship of Loneliness and Social Support with College Freshmen's Academic Performance and Persistence.

Based on Tintos (1993) model of academic persistence, this study investigated the relationship of loneliness, social support, and living arrangements with academic persistence decisions of 401 college freshmen. Participants completed a series of standardized instruments during class time. Social support was negatively related to loneliness and positively related to academic persistence decisions. Less loneliness and more social support predicted more positive persistence decisions. Neither social support nor loneliness was related to GPA; however, freshmen living on campus had higher GPAs than those living off campus. Women perceived receiving more social support from both friends and family than did men. These results are discussed in light of what might be done to influence greater persistence.

Body Image, Self-Esteem, and Health-Related Behaviors Among Male and Female First Year College Students

This study examined the relationships among self-esteem, body image, and health-related behaviors of 267 female and 156 male first-year college students. Data were collected in 23 classrooms. Instruments included a demographic sheet, the Objectified Body Consciousness Scale, the Weight and Appearance Visual Analogue Scales, the Contour Drawing Rating Scale, the Rosenberg Self Esteem Scale, and a measure of physical fitness/health-related behaviors. Self-esteem was consistently related to body image dissatisfaction for women, and women consistently exhibited a more negative body image than did men. Even when both men and women were consistent exercisers, the women had poorer body image. Finally, for both men and women, more positive physical fitness/health-related behaviors were positively related to self-esteem and body image.

Depression and College Stress among University Undergraduates: Do Mattering and Self-Esteem Make a Difference?.

Depression and college stress, major concerns among undergraduates, are potentially related to self-esteem and mattering. This study investigated the interrelationships among these four variables. Participants included college students (199 males and 256 females) between the ages of 18 and 23. Significant sex differences were found with women reporting greater depression, college stress, and mattering. Sex, self-esteem, and mattering accounted for 13.8% and 39.4% of the variance in stress and depression, respectively. Accounting for 49.1% of the variance, the full model including sex, self-esteem, and mattering enhanced the ability of stress to predict depression. All of the study hypotheses were supported.

Encouraging talented girls in math and science: effects of a guidance intervention

Although gifted girls are closing the gap in math and science achievement, they continue to lose interest and drop out of math/science careers. An intervention was developed for talented at‐risk young women that emphasized enhancing career identity and exploration, building science self‐efficacy and self‐esteem and reducing risky behaviors. Self‐esteem, school self‐efficacy, and future self‐efficacy increased from pre‐test to the 3‐ to 4‐month follow‐up. Girls significantly increased their seeking information about career and were likely to stay with nontraditional choices. The risk factor suicidality also decreased over this period.Although gifted girls are closing the gap in math and science achievement, they continue to lose interest and drop out of math/science careers. An intervention was developed for talented at‐risk young women that emphasized enhancing career identity and exploration, building science self‐efficacy and self‐esteem and reducing risky behaviors. Self‐esteem, school self‐efficacy, and future self‐efficacy increased from pre‐test to the 3‐ to 4‐month follow‐up. Girls significantly increased their seeking information about career and were likely to stay with nontraditional choices. The risk factor suicidality also decreased over this period.

Effects of victim sex and sexual orientation on perceptions of rape

The relationship of sex, gender role attitudes, and sexual orientation to blame attributed to rape victims by 168 male and 220 female undergraduates was examined. Participants responded to a scenario that depicted the rape of a heterosexual male or female, a gay male, or a lesbian and completed the Case Reaction Questionnaire, the Attitudes Toward Women Scale—Short Form, the Attitudes Toward Lesbians and Gay Men Scale—Short Form, and the Male Role Norm Scale. Men assigned more blame to victims than did women, and they assigned greater blame to male than to female victims. Traditional gender role attitudes were positively related to victim blame and to more negative attitudes toward gay men and lesbians, which in turn, was related to more blame being assigned to homosexual victims.

Career Goals and Retention-Related Factors among College Freshmen.

The relationships of four types of career goals (job related, school related, value related, and unknown) with factors of school retention, academic performance, self-esteem, educational self-efficacy, and school and career commitment are studied among 401 first-semester college freshmen. Differences in types of goals based on gender are also considered. Students reporting job-related goals are more likely to make positive persistence decisions than students reporting unknown goals. Men are more likely to report value-related goals than women, whereas women are more likely to report job-related goals than men. Implications of these findings for those working in college settings that help foster students’ career development and academic success are discussed.

Relationship of Self-Beliefs, Social Support, and University Comfort with the Academic Success of Freshman College Women

The relationships of self-beliefs, social support, and university comfort with the academic persistence decisions and first-year grade point averages of 527 first semester female undergraduates were examined. Data were gathered in 56 classes or group meetings. These three constructs predicted academic persistence decisions, with social support as the strongest predictor, followed by self-beliefs, and then university comfort. Although there were no differences between Euro-American women and women of color on initial academic persistence decisions, Euro-American women had higher first-year GPAs than did the women of color. Research-informed practice and policy implications for increasing the persistence decisions and academic success of first-year female college students are discussed.