A preliminary exploration of education values, distress, and acceptance among self-identified white and non-white incoming college freshmen at a private university

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APA Citation: 

Arauz, J., Danitz, S. B., Orsillo, S. M., & Coyne, L. W. (2017). A preliminary exploration of education values, distress, and acceptance among self-identified white and non-white incoming college freshmen at a private university. Journal of Contextual Behavioral Science, 6(3), 288-292. doi:10.1016/j.jcbs.2017.05.001

Publication Topic: 
ACT: Empirical
Publication Type: 
Article
Language: 
English
Keyword(s): 
Psychological distress; Acceptance; Academic values; Majority and minority first-year college students
Abstract: 

This exploratory study examined factors that contribute to psychological distress within racial majority and minority undergraduate students. Using a dataset obtained from a larger study (Danitz, Suvak, & Orsillo, 2016), we explored the relationship between acceptance, academic values, and psychological distress across these two groups. Participants included 186 undergraduate students (71.5% self-identified as White) enrolled in a private urban university located in the northeastern U.S. Results revealed no significant differences in psychological distress or acceptance across majority/minority groups. Racial majority students who endorsed higher acceptance and educational values reported psychological well-being, although this relationship was less robust in minority students. The implications of these findings for future research are discussed.

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