Poster #109 - The Mediating Relationship Between Optimism and Self-efficacy on Financial Pressure and College Adjustment

• In Event: Poster Session 01

Abstract

Conceptual models have linked family economic resources to competence and adjustment in children (Conger & Donnellan, 2007; McLoyd, 1990) and emerging adults (Ranta, Punamaki, Chow & Salela-Aro, 2020). For ethnic minorities, in particular, economic problems follow students in college and may influence their well-being (Goldrick-Rab et al., 2019). Studies further suggest that self-efficacy is implicated in the academic performance and adjustment of underrepresented students (Steele & Aronson, 1995). Self-efficacy may involve self-direction and self-motivation (Festa & Knotts, 2021) which in turn may positively be associated with optimism (Yu & Luo, 2018). Optimism, in turn, has been indirectly and directly related to better student adjustment (Montgomery et al., 2003; Chemers et al., 2001).
The present study examines whether self-efficacy and optimism, in serial order, mediate the relationship between financial pressure and college adjustment.

Methods
African American undergraduate students (N = 152, 83.55% female, Mage = 21.72, SD = 4.68) were recruited from a large public university in the northeastern region of the United States. The median combined parental income for the sample was $50,000 - $60,000.
Family economic pressure. Family economic pressure was assessed with the Family Resource Scale (Dunst & Leet, 1987).
Self-efficacy. Self-efficacy was assessed with the General Self-efficacy Scale (Schwarzer & Jerusalem (1995).
Optimism. Optimism was assessed with the Life Orientation Test (Scheier & Carver, 1985).
College adjustment. College adjustment was assessed using a series of questions from the Student Adaptation to College Questionnaire (SACQ) (Baker and Siryk 1986).
The PROCESS macro (Hayes, 2013) for SPSS was used to examine the. The serial mediating effects of self-efficacy and optimism on the association of family economic pressure with college adjustment.

Results and Discussion
Findings revealed as predicted, there was a significant total effect for family resources predicting college adjustment, b = 0.08, p < .001. In addition, family resources were significantly associated with the mediator variables, self-efficacy, b = 0.20, p < .001 and optimism, b = 0.61, p < .001. After controlling for the mediators, the association between family resources and college adjustment was not apparent, b = 0.02, p = .24. Self-efficacy but not optimism, uniquely mediated that association of family routine and college adjustment, point estimate = 0.03, 95%, CI [.014, .062]. Self-efficacy and optimism in sequence, mediated the association of family resources and college adjustment, point estimate = 0.02, 95%, CI [.008, .037]. Lastly, we compared the confidence intervals for the pairwise contrasts of the three indirect effects. The link between family resources and college adjustment through self-efficacy and optimism, in sequence, was stronger than any other indirect effect. Findings suggest that practices addressing the economic challenges of ethnic minority students (loan forgiveness, fee waivers, negotiated textbook adoptions, etc.) may impact students’ social and academic adjustment by enhancing their self-confidence and school engagement. Further research also supports the use of self-affirmation writing exercises as interventions for stereotype threat, thus allowing students to reorient the view they have of themself to one that is more positive and irrelevant to their stereotypes.

Authors

• Bry A Estupinan

• Crishnaa Joshi, Temple University
  Presenting Author