The relationship between perceived discrimination and wellbeing in impoverished college students: a moderated mediation model of self-esteem and belief in a just world

Resilience to Stress and Adversity: A Narrative Review of the Role of Positive Affect

The modern conception of mental health encompasses not only mental illness but also mental wellbeing, including positive emotional states and other forms of positive experience. Accordingly, research on resilience - that is, recovery or adaptation following adversity - has recently expanded to consider the roles of positive affect in the resilience process. To review this research, we performed a keyword search of all peer-reviewed journals within the American Psychological Association's PsycInfo database, retrieving all studies of positive affect in the context of resilience. These studies measured positive affect either as the outcome of the resilience process or as a resilience resource in its own right. With positive affect as the outcome, the literature suggests that various resilience resources can promote positive affect following a stressor, especially positive personality traits (eg, hope, optimism, self-compassion) and supportive interpersonal connections. With positive affect as a resilience resource, the literature suggests that higher levels of positive affect may protect individuals from the impact of stress on a number of outcomes, such as depression and trauma symptoms. In all, the reviewed research showcases a wide range of stressors, resources, and outcomes, and there are numerous openings for future discoveries in this promising area of inquiry.

Relationships Between College Students' Belief in a Just World and Their Learning Satisfaction: The Chain Mediating Effects of Gratitude and Engagement

Purpose

This paper reveals the mechanism of the influence of belief in a just world on college students' learning satisfaction, and provides reference for further improving the quality of talent training in higher education.

Methods

By convenient sampling method, 131,894 college students from 348 undergraduate universities in China were investigated on the belief in a just world scale, gratitude scale, learning engagement scale and learning satisfaction scale. Then, SPSS, AMOS and other software were used to analyze the data.

Results

1) Belief in a just world, gratitude, learning engagement and learning satisfaction are positively correlated. 2) Belief in a just world can not only directly and positively predict college students' learning satisfaction, but also indirectly and positively predict college students' learning satisfaction through gratitude and learning engagement respectively. 3) Gratitude and learning engagement play a chain mediating role between belief in a just world and learning satisfaction.

Conclusion

Belief in a just world positively predicts college students' learning satisfaction through gratitude and learning engagement, suggesting that colleges and universities should create a fair learning environment and enhance college students' sense of gratitude, so as to improve college students' belief in a fair world and gratitude level, thus promoting their learning engagement and finally improving their learning satisfaction.

What Matters on Rural Left-Behind Children's Problem Behavior: Family Socioeconomic Status or Perceived Discrimination

With the acceleration of China's industrialization and urbanization, there is a large number of left-behind children in China who are reported with more challenges in development. The study aims to analyze the differences in family socioeconomic status (SES) and discrimination perception between left-behind children and non-left-behind children and further explore whether SES or discrimination perception has a greater impact on the problem behaviors of left-behind children. We found the family SES of left-behind children was significantly lower than that of non-left-behind children; left-behind children's perceived discrimination was significantly higher than that of non-left-behind children; perceived discrimination of left-behind children had a greater impact on their problem behavior than the family SES.

Influence of discrimination perception on career exploration of higher vocational students: Chain mediating effect test

Explore the influence mechanism of discrimination perception on higher vocational Students’ career exploration, it provides empirical evidence for promoting vocational college Students’ career exploration and career development. Using the questionnaire survey method, 893 higher vocational students from four higher vocational colleges in Jiangsu Province were investigated by using the Discrimination Perception Scale, the Core Self-Evaluation Scale (CSES), the Chinese version of the Acceptance and Action Questionnaire, the Chinese version of the Cognitive Fusion Questionnaire (CFQ) and the Career Exploration Scale (CES). The data were analyzed using SPSS26.0 and Amos23.0, and the results showed that discrimination perception was significantly negatively correlated with core self-evaluation, psychological flexibility and career exploration (r = −0.487, −0.497, −0.326, p < 0.01), core self-evaluation was significantly positively correlated with psychological flexibility and career exploration (r = 0.518, 0.352, p < 0.01), and psychological flexibility was significantly positively correlated with career exploration (r = 0.386, p < 0.01); Core self-evaluation and psychological flexibility mediated the effect between discrimination perception and career exploration with effect sizes of −0.054 and −0.061, respectively; Core self-evaluation and psychological flexibility mediated the chain effect between discrimination perception and career exploration of higher vocational students with effect sizes of −0.030. Therefore, discrimination perception not only directly influences career exploration of higher vocational students, but also indirectly influences career exploration of higher vocational students through the separate mediating effects of core self-evaluation and psychological flexibility and the chain mediating effects of core self-evaluation and psychological flexibility. Accordingly, the following suggestions are put forward, which should pay attention to the cultivation of core self-evaluation and psychological flexibility of higher vocational students, strengthen the teaching quality and improve the image of vocational colleges.

Social Class-Based Discrimination and Psychological Symptoms Among Socioeconomically Disadvantaged College Students: The Moderated Mediation Role of Stress Mindset and Rumination

Discrimination as a crucial stressor damages the mental health of socioeconomically disadvantaged individuals through increased ruminative thinking. A "stress-is-enhancing" mindset may protect the mental health of socioeconomically disadvantaged individuals under the pressures of perceived discrimination and rumination. This study examined the mediating role of rumination and the moderating role of stress mindset in the relationship between perceived discrimination and psychological symptoms among socioeconomically disadvantaged college students. A total of 919 socioeconomically disadvantaged undergraduate students (48.4% female, ages 17-25) were recruited. The results indicated that perceived discrimination was positively associated with psychological symptoms among socioeconomically disadvantaged undergraduate students through rumination (B = 0.11, boot SE = 0.01, boot 95% CIs = [0.08, 0.13]). Importantly, stress mindset moderated the indirect association between perceived discrimination and psychological distress through rumination (B = -0.18, boot SE = 0.08, boot 95% CIs = [-0.32, -0.03]). Specifically, compared with individuals with low levels of the stress-is-enhancing mindset, the indirect effect of perceived discrimination on psychological distress through rumination was weaker among individuals with high levels of the stress-is-enhancing mindset. The findings provide support for future intervention practice to promote a stress-is-enhancing mindset to protect the mental health of socioeconomically disadvantaged college students under the pressures of perceived discrimination and rumination.

Perceived Poverty and Life Satisfaction in College Students with Impoverished Backgrounds: The Mediating Role of Self-Esteem

Background

Perceived poverty is a common psychological feeling among college students with impoverished backgrounds. Perceived poverty can harm impoverished college students’ interpersonal interactions, psychological health and life satisfaction. This study explored the effect of perceived poverty on the life satisfaction of impoverished college students and the mediating role of self-esteem.

Methods

In this cross-sectional study, 1044 impoverished college students from 22 universities completed an online questionnaire that included a measure of perceived poverty, self-esteem scale (SES) and satisfaction with life scale (SWLS). Mplus statistical software was used to test whether self-esteem mediates the relationship between perceived poverty and life satisfaction.

Results

Perceived poverty and life satisfaction were significantly negatively correlated, self-esteem was significantly positively correlated with life satisfaction, and perceived poverty was significantly negatively correlated with self-esteem. The structural equation model revealed that self-esteem partially mediated the relationship between perceived poverty and life satisfaction.

Conclusion

Financial aid programmes should safeguard and strengthen impoverished students’ self-esteem while also taking steps to lessen their perceived poverty.

Self-Compassion Buffers the Psychological Distress from Perceived Discrimination Among Socioeconomically Disadvantaged Emerging Adults: A Longitudinal Study

Objectives

This longitudinal study among socioeconomically disadvantaged people examined self-compassion (SC) as a protective factor in the association between perceived discrimination and psychological distress, with a consideration of the specific contributions of aspects of self-compassion in its buffering effect, including compassionate self-responding (CS), reduced uncompassionate self-responding (RUS), or both (overall SC).

Methods

Data were collected from 528 socioeconomically disadvantaged Chinese university students through electronic questionnaires on perceived discrimination, self-compassion, and psychological distress (i.e., depressive, anxiety, and stress symptoms) in two waves with a 1-year interval.

Results

Only CS moderated the relationships between perceived discrimination and all three indicators of psychological distress; overall, SC and RUS did not play moderating roles in these relationships.

Conclusions

CS buffered the impact of perceived discrimination on subsequent psychological distress. This suggests that the protective function of self-compassion might lie mainly in the role played by CS in psychopathological domains (e.g., depression, anxiety, stress, rumination, negative affect) or in the stressor-psychological distress link.

Supplementary Information

The online version contains supplementary material available at 10.1007/s12671-021-01810-6.