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Chen D, Miao X, Ma Y, Tang Y. The relationship between social support and goal pursuit among Chinese college students: The mediating role of just-world beliefs. Front Psychol 2022; 13:1051884. [PMID: 36591093 PMCID: PMC9798117 DOI: 10.3389/fpsyg.2022.1051884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 11/22/2022] [Indexed: 12/23/2022] Open
Abstract
Based on the self-determination theory, this study examined the mechanisms underlying the influence of social support on goal pursuit among college students and focused on the mediating role played by just-world beliefs. The Aspiration Index Scale, Just-World Beliefs Scale, and Perceived Social Support Scale were used to assess relationships among 424 college students' just-world beliefs, social support, and goal pursuit; additionally, the underlying mechanisms of those relationships were examined. The results showed that (1) there was a significant positive correlation between social support, just-world beliefs, and goal pursuit; (2) social support had a significant positive influence on goal pursuit; (3) just-world beliefs played a fully mediating role in the influence of social support on goal pursuit, with a mediating effect of 36.38%; and (4) personal just-world beliefs rather than general just-world beliefs fully mediated the effect of social support on goal pursuit, with a mediating effect of 39.00%. In conclusion, we found that for Chinese college students, social support has a significant positive effect on goal pursuit, and personal just-world beliefs play a fully mediating role in the effect of social support on goal pursuit.
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Affiliation(s)
- Dan Chen
- Research Center for Socialism With Chinese Characteristics, Zhejiang University, Hangzhou, China,School of Marxism, Zhejiang University, Hangzhou, China
| | - Xiaolong Miao
- Institute of Applied Psychology, College of Education, Zhejiang University of Technology, Hangzhou, Zhejiang, China
| | - Yuning Ma
- Department of Psychology and Behavioral Sciences, Graduate School, Zhejiang University, Hangzhou, Zhejiang, China
| | - Yulong Tang
- Institute of Applied Psychology, College of Education, Zhejiang University of Technology, Hangzhou, Zhejiang, China,*Correspondence: Yulong Tang,
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Hui-Spears K, Park-Saltzman J. Social Justice Identity Development for International Counseling Psychology Students. COUNSELING PSYCHOLOGIST 2022. [DOI: 10.1177/00110000221099431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite the inclusion of social justice and international issues in counseling psychology, there are no conceptual models or research to date that focus on social justice identity development and training issues for international counseling psychology students. The unique cross-cultural experiences and systemic injustices facing many international counseling psychology students may inform their social justice identity development in a distinctive manner. Thus, by incorporating biculturalism and transformative learning theories, this article proposes a theoretical model to illustrate the psychological processes and outcomes of social justice identity development for international counseling psychology students with the following four phases: (a) cultural and social awareness of privilege and oppression, (b) critical analysis of systemic oppression across cultures, (c) synergistic development of social justice competence and bicultural competence, and (d) integration of social justice identity and competence across cultures. We provide recommendations for future practice, advocacy, education, training, and research.
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Luu LP, Inman AG. Social justice advocacy: the role of race and gender prejudice, injustice, and diversity experiences. COUNSELLING PSYCHOLOGY QUARTERLY 2021. [DOI: 10.1080/09515070.2021.1934655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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4
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Na G, Fietzer AW. A National Survey of Social Justice Engagement Among Professional Counselors. JOURNAL OF COUNSELING AND DEVELOPMENT 2020. [DOI: 10.1002/jcad.12326] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- GoEun Na
- Department of Educational Foundations and Counseling ProgramsHunter College of the City University of New York
| | - Alexander W. Fietzer
- Department of Educational Foundations and Counseling ProgramsHunter College of the City University of New York
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Wilcox MM, Franks DN, Taylor TO, Monceaux CP, Harris K. Who’s Multiculturally Competent? Everybody and Nobody: A Multimethod Examination. COUNSELING PSYCHOLOGIST 2020. [DOI: 10.1177/0011000020904709] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study was a social dominance theory-driven multimethod investigation of multicultural competence. Given the concerns with self-report, we examined the relationship between study variables and both self-report and performance-based multicultural competence. We also tested competing hypotheses regarding the relationship between the multicultural competence measures. We examined two samples: one of counselor trainees ( N = 93), and one of practicing therapists ( N = 107). The overwhelming performance floor effect in the context of self-report ceiling effects was striking and unexpected in its severity. Awareness of privilege was the most consistent predictor, and the only variable related to most multicultural competence measures. Results related to social dominance orientation, just-world beliefs, and empathy differed by sample. A key finding was the failure by a substantial proportion of participants in both samples to even minimally address clients’ sociocultural context. Thus, we focus our discussion on the implications of this result.
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Affiliation(s)
- Melanie M. Wilcox
- Oklahoma State University, Stillwater, OK, USA
- Louisiana Tech University, Ruston, LA, USA
| | | | - Terrill O. Taylor
- Louisiana Tech University, Ruston, LA, USA
- University of North Dakota, Grand Forks, ND, USA
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6
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Brown J, Wiendels S, Eyre V. Social justice competencies for counselling and psychotherapy: Perceptions of experienced practitioners and implications for contemporary practice. COUNSELLING & PSYCHOTHERAPY RESEARCH 2019. [DOI: 10.1002/capr.12247] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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7
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Inman AG. Social Justice Mentoring and Scholarship: Building a Community of Leaders and Advocates. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000018817908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this 2018 Janet E. Helms Award for Mentoring and Scholarship keynote address, I speak about the importance of social justice mentoring and scholarship as a way to build communities of leaders and advocates. First, I contextualize my journey as an international student and an Asian Indian woman existing within multiple social and cultural locations. Second, I highlight those individuals who have influenced me on my academic journey. Finally, I share how my experiences, research, and clinical work have shaped my mentoring style and my desire to “pay it forward.”
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Presseau C, Luu LP, Inman AG, DeBlaere C. Trainee social justice advocacy: investigating the roles of training factors and multicultural competence. COUNSELLING PSYCHOLOGY QUARTERLY 2018. [DOI: 10.1080/09515070.2018.1476837] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
- Candice Presseau
- Counseling Psychology Program, Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA
- VA Boston Healthcare System, Boston, MA, USA
| | - Linh P. Luu
- Counseling Psychology Program, Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA
- Student Health Center, The University of Memphis, Memphis, TN, USA
| | - Arpana G. Inman
- Counseling Psychology Program, Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA
| | - Cirleen DeBlaere
- Counseling Psychology Program, Counseling and Psychological Services Department, Georgia State University, Atlanta, GA, USA
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Swartz MR, Limberg D, Gold J. How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation. COUNSELOR EDUCATION AND SUPERVISION 2018. [DOI: 10.1002/ceas.12091] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Dodie Limberg
- Department of Educational Studies; University of South Carolina
| | - Joshua Gold
- Department of Educational Studies; University of South Carolina
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Kozan S, Blustein DL. Implementing Social Change: A Qualitative Analysis of Counseling Psychologists’ Engagement in Advocacy. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000018756882] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
In recent years, many counseling psychology training programs in the United States have adopted social justice principles into training. Although previous studies have provided thought-provoking discussions on social justice advocacy, they mostly reflected the voices of psychologists in academia; therefore, the advocacy work of practitioners has been neglected. In order to explore the advocacy experiences of counseling psychologists in practice, we utilized qualitative content analysis to analyze semistructured interviews with 11 practitioners who were trained in social justice-oriented counseling psychology doctoral programs. The findings were clustered under three domains: (a) participants’ development of a social justice orientation, (b) different ways of implementing advocacy in practice, and (c) positioning advocacy in psychology. The interviews depicted resources and challenges with regard to integrating advocacy into practice indicating that counseling psychologists continue to struggle with systemic barriers that limit their advocacy actions. We discuss implications for research, practice, and training in counseling psychology.
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Linnemeyer RM, Nilsson JE, Marszalek JM, Khan M. Social justice advocacy among doctoral students in professional psychology programs. COUNSELLING PSYCHOLOGY QUARTERLY 2017. [DOI: 10.1080/09515070.2016.1274961] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Rachel M. Linnemeyer
- Division of Counseling and Educational Psychology, University of Missouri-Kansas City, Kansas City, MO, USA
| | - Johanna E. Nilsson
- Division of Counseling and Educational Psychology, University of Missouri-Kansas City, Kansas City, MO, USA
| | - Jacob M. Marszalek
- Division of Counseling and Educational Psychology, University of Missouri-Kansas City, Kansas City, MO, USA
| | - Marina Khan
- Division of Counseling and Educational Psychology, University of Missouri-Kansas City, Kansas City, MO, USA
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Luu LP, Inman AG. Feminist identity and program characteristics in the development of trainees’ social advocacy. COUNSELLING PSYCHOLOGY QUARTERLY 2016. [DOI: 10.1080/09515070.2016.1198887] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Linh P. Luu
- Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA
| | - Arpana G. Inman
- Department of Education and Human Services, Lehigh University, Bethlehem, PA, USA
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