Understanding the role of emotion regulation flexibility in the association between daily stressors and emotional disorder symptoms in ethnic minority college students

了解情绪调节灵活性在少数民族大学生日常压力源与情绪障碍症状关联中的作用

• 批准号: 10749852
• 负责人: Kiran Kaur
• 金额: $ 3.93万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-19 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10749852
• 关键词: Academia; Acculturation; Address; Anxiety; Anxiety Disorders; Belief; Data; Diagnostic; Discrimination; Disparity; Dropout; Ecological momentary assessment; Education; Emotional disorder; Emotions; Ethnic Population; Ethnography; Event; Family; Feeling suicidal; Fellowship; First Generation College Students; Focus Groups; Foundations; Generations; Goals; Health; Health Disparities Research; Intervention; Link; Literature; Measures; Mediating; Mental Depression; Mental Health; Methodology; Methods; Modeling; National Institute on Minority Health and Health Disparities; National Research Service Awards; Nature; Parents; Pathway interactions; Patient Self-Report; Performance; Persons; Population; Poverty; Process; Research; Research Personnel; Risk; Risk Factors; Role; Sampling; Scientist; Secondary Schools; Social Mobility; Stress; Students; Symptoms; Testing; Time; Training; Underserved Population; Variant; Work; career; design; emotion regulation; ethnic diversity; ethnic minority; experience; flexibility; health disparity; high risk population; higher education; improved; innovation; minority health; negative affect; novel; prevent; racial minority; racism; socioeconomics; stressor; university student

PROJECT SUMMARY Obtaining higher education is a pathway to upward social mobility, but this path is not equal for all students. For instance, most first-generation (i.e., parents do not have a four-year degree) college students (CS) are likely to identify as a racial or ethnic minority, come from low socio-economic backgrounds, and question whether they belong and can succeed in academia. Indeed, ethnic minority CS are designated as at-risk, with the highest dropout rates in postsecondary education. Ethnic minority CS also experience additional stressors in addition to their first-generation status (e.g., experiences with racism and discrimination, educational hegemony, acculturative stress, and financial concerns). These daily stressors are well-established risk factors for emotional disorders (e.g., depression and anxiety disorders) and underscore the importance of one’s ability to regulate emotions during stressful situations. However, the mental health of ethnic minority CS, particularly first- generation CS, is vastly understudied, and a lack of representation perpetuates health disparities. Notably, a critical limitation of previous emotion regulation (ER) work is taking a dichotomous approach that emphasizes the adaptiveness or maladaptiveness of specific strategies, which may not be congruent with specific cultural perspectives on emotions. Recently, various investigators proposed that successful ER is the ability to flexibly implement and adjust a range of ER strategies given daily contextual demands (i.e., ER flexibility). Measuring ER flexibility in real-time is critical to understanding the dynamic, contextual nature of ER. Given the impact of daily stressors and emotional disorders on ethnic minority CS (e.g., poorer academic performance, relationship instability, suicidal ideation), there is an urgent need to explore ER in this population. The primary objective of this project is to understand the role of ER flexibility in the association between daily stressors and emotional disorder symptoms in ethnic minority CS. ER flexibility will be assessed using ecological momentary assessments (EMAs) administered three times daily for 14 days. Aim 1 will involve conducting three focus groups with ethnic minority CS to collect qualitative and quantitative data on types of daily stressors experienced, beliefs about ER and mental health, and ER goals. These focus groups will inform the design of the EMAs. Aims 2 and 3 will use EMA data from a novel sample of ethnic minority CS (those who did not participate in Aim 1). Aim 2 will examine how ER flexibility mediates the association between daily stressors and emotional disorder symptoms. Aim 3 will explore how acculturation and first-generation CS status differences influence these constructs. This project will contribute substantially to understanding the mental health needs of ethnically diverse students and will create a foundation for future research to develop and test culturally-tailored interventions, which may facilitate better mental health, address ongoing health disparities disproportionately impacting ethnic minority CS, and increase their retention in academia and subsequent pathways out of poverty.

项目摘要 获得高等教育是通往社会流动性的途径，但对于所有学生而言，这条道路并不相等。为了 实例，大多数第一代（即父母没有四年制学位）大学生（CS） 确定是种族或少数族裔，来自低社会经济背景，并质疑他们是否 属于并可以在学术界取得成功。实际上，少数民族CS被指定为高风险 高等教育的辍学率。少数民族CS除了 他们的第一代地位（例如，种族主义和歧视的经历，教育霸权， 适应性压力和财务问题）。这些日常压力源是情绪上有公认的风险因素 疾病（例如抑郁症和焦虑症），并强调了一个人的调节能力的重要性 在压力下的情绪。但是，少数民族CS的心理健康，特别是首先 CS一代已被众所周知，缺乏代表性使健康分布永存。值得注意的是， 以前的情绪调节（ER）工作的关键局限性正在采用一种强调的二分方法 特定策略的适应性或适应不良，可能与特定文化不符 关于情绪的观点。最近，各种调查人员提出成功的ER是灵活的能力 给定每日上下文需求（即ER灵活性），实施并调整了一系列ER策略。测量 实时的ER灵活性对于理解ER的动态性，上下文性质至关重要。鉴于 对少数民族CS的日常压力源和情绪障碍（例如，学习成绩较差，关系 不稳定，自杀的想法），迫切需要在这个人群中探索ER。主要目标 该项目是要了解急诊室灵活性在日常压力源与情感之间的关联中的作用 少数民族CS中的疾病症状。 ER灵活性将使用生态瞬间评估 评估（EMA）每天进行3次管理14天。 AIM 1将涉及进行三个焦点小组 认为，少数民族CS收集有关每日压力源类型的定性和定量数据，认为 关于ER和心理健康以及ER目标。这些焦点小组将告知EMA的设计。目标2和 3将使用来自新型少数民族CS样本的EMA数据（那些未参与AIM 1的人）。目标2 将研究ER灵活性如何介导日常压力源与情绪障碍之间的关联 症状。 AIM 3将探讨培养和第一代CS状态差异如何影响这些 构造。该项目将有助于理解种族的心理健康需求 多元化的学生，并将为未来的研究创造一个基础，以发展和测试文化定制的 干预措施可能会占据更好的心理健康，解决持续的健康差异不成比例 影响少数民族CS，并增加其在学术界的保留率，并在贫困中脱离后来的途径。