Examination of the influence of social emotional learning techniques on coping, academic self-efficacy, belongingness, microaggressions, and affect of Black students

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dc.contributor.advisorKim, Samuel
dc.contributor.advisorSmith, Gabrielle
dc.contributor.committeeMemberTerrizzi Jr., John A
dc.contributor.committeeMemberBanks, Courtney
dc.creatorStarling, Tamara
dc.date.accessioned2024-06-07T19:45:13Z
dc.date.available2024-06-07T19:45:13Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-06-07T19:45:13Z
dc.description.abstractObjective: To better understand the current perspectives of Black college and university students in the U.S., it is important to consider the system of injustice they navigate throughout their lifespan characterized by oppression and discrimination. This dissertation examined the impact of racism and discrimination on coping ability, sense of belonging, academic self-efficacy, experiences with microaggressions, and affect among Black undergraduate and graduate students. Method: Participants completed a pre- and post-survey consisting of the: Brief Coping with Problems Experienced Inventory (Brief COPE; Carver, 1997), College Academic Self-Efficacy Scale (CASES; Owen & Froman, 1988), Racial and Ethnic Microaggressions Scale (REMS; Nadal, 2011), General Belongingness Scale (Malone, 2012), and Multigroup Ethnic Identity Measure (MEIM; Roberts et. al., 1999). The participants engaged in four virtual support group sessions. Participants completed the short form Positive and Negative Affect Schedule (PANAS – SF; Watson et al., 1988) at the beginning and end of each support group session. Results: Data for coping ability, sense of belonging, academic self-efficacy, and experiences with microaggressions were analyzed using paired samples t-tests. Data for affect were analyzed using a linear mixed model. Participants reported a significant increase in academic self-efficacy (p = .02) and significant decrease in positive affect (p = .004). They did not demonstrate a significant change in coping ability, belongingness, or microaggressions. Conclusion: Participation in a peer support group utilizing a social emotional learning curriculum shows promise in promoting positive psychological outcomes of Black students in higher education.
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11274/16200
dc.language.isoEnglish
dc.subjectPsychology, General
dc.subject.otherHigher education
dc.subject.otherSocial emotional learning
dc.subject.otherAcademic self-efficacy
dc.subject.otherCoping skills
dc.subject.otherBelongingness
dc.subject.otherAffect
dc.subject.otherMicroaggressions
dc.subject.otherBlack students
dc.titleExamination of the influence of social emotional learning techniques on coping, academic self-efficacy, belongingness, microaggressions, and affect of Black students
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Arts and Sciences
thesis.degree.departmentSchool of Social Work, Psychology and Philosophy
thesis.degree.disciplineSchool Psychology
thesis.degree.grantorTexas Woman's University
thesis.degree.nameDoctor of Philosophy
thesis.degree.programAPA 7th edition

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