The document summarizes a research study that examined the relationships between ethnic minority stress, self-efficacy, and persistence intentions among 135 Hispanic female undergraduate students. It was hypothesized that minority stress and general college stress would negatively relate to persistence intentions, and that self-efficacy would moderate these relationships. The study found that minority stress and college stress were negatively related to persistence intentions, especially for students with low self-efficacy. Additionally, both stress types and self-efficacy uniquely contributed to persistence intentions.

1. Ethnic Minority Status Stress, Self-
Efficacy, and Persistence Intentions
among Hispanic College Women: A
Moderation Analysis
Consuelo Arbona (2016)
Prepared by: Jerie M. Baldomero & Joshua Catubig

2. Jerie M. Baldomero, RPm

3. Theoretical Framework
• Minority Stress - negative experiences happened inside the campus
motivated by cultural and physical attribution directed towards the
minority (or ethnic) group. Dimensions: social climate; ethnic
discrimination; intra-group stress; achievement stress. (French & Chavez,
2010; Smedley et al., 1993)
• Self-efficacy - a strong belief in their capabilities to manage thoughts,
feelings and task related behaviors to achieve desired goals (Bandura,
1997).
• College Persistent - students’ integration into the academic and social life
of their institutions and their intentions to persist until graduation (Bean &
Eaton, 2000; Tinto, 1975)
Prepared by: Jerie M. Baldomero & Joshua Catubig

4. Research Questions
• What is the relationship between the collective and unique
contribution of college stress and minority stress to students’
intentions to persist until degree attainment?
• To what extent college self-efficacy moderates the relation of college
stress to persistence intentions?
• To what extent college self-efficacy moderates the relation of college
minority stress to persistence intentions?
Prepared by: Jerie M. Baldomero & Joshua Catubig

5. Hypotheses
• The relation of general college stress and ethnic minority status stress to
persistence intentions would be negative and statistically significant
• Minority status stress would contribute unique variance to persistence
intentions when controlling for general college stress
• College self-efficacy would moderate the relation of college stress to
persistence intentions
• College self-efficacy would moderate the relation of minority status stress
to persistence intentions.
• There is a negative relation between stress to persistence intentions among
students with lower college self-efficacy compared to their peers with
higher levels of self-efficacy. Prepared by: Jerie M. Baldomero & Joshua Catubig

6. Research Design
Quantitative: Moderation Analysis
IV:
• General College Stress
• Minority Status Stress
DV:
• College Persistence Intentions
Moderator:
• College Self-efficacy
Prepared by: Jerie M. Baldomero & Joshua Catubig
General College
Stress
Minority Status
Stress
College
Persistence
Intentions
College Self-
efficacy

7. Number of Samples and Sampling Technique:
• 135 Hispanic, female undergraduate students enrolled in a diverse,
research, urban, public university in Southwest United States.
• Random, purposive sampling method (through online distribution)
Data Analysis Techniques
1. Pearson Product-moment Correlation Analysis (1 & 5)
2. Regression Analysis (2)
3. Moderation Regression Analysis (3 & 4)
Prepared by: Jerie M. Baldomero & Joshua Catubig

8. Summary of Findings
• Minority Status Stress and College Stress are statistically significant correlated with
college persistence intentions.
• College self-efficacy was positively correlated to persistence intentions.
• Correlations of age and college grades (GPA) to persistence intentions were not
statistically significant.
• College stress and minority status were negatively related to college persistence.
• Both college stress and self-efficacy contributed unique variance to persistence
intentions in the expected direction
• The negative relation of both college stress and minority status stress to persistence
attitudes were the strongest at low levels of college self-efficacy
• At medium and low levels of self-efficacy, the negative relation of college stress to
persistence intentions was statistically significant.
• Negative relation of minority status stress to persistence intentions was statistically
significant only at low levels of self-efficacy
Prepared by: Jerie M. Baldomero & Joshua Catubig

9. Critical Comments
• The findings suggest consistency with Bandura’s theory, formal and
informal interactions with supportive others, including faculty, may provide
opportunities for students to receive encouragement regarding their ability
to succeed in college related tasks as well as opportunities to learn from
faculty mentors how to navigate the college experience.
• Two of the models/theories in theoretical framework were not cohesive to
explain or support the results of the study.
• Little has bee discussed on why the results are not consistent with previous
study mentioned in their chapter 2. (e.g. ethnic status minority stress
would be uniquely associated to persistence intentions when controlling
for general college stress.)
Prepared by: Jerie M. Baldomero & Joshua Catubig

10. Reference
Arbona, C. (2016). Ethnic minority status stress, self-efficacy, and
persistence intentions among Hispanic college women: A moderation
analysis. Journal of Psychology, 4(1), 11-22.
http://jpbsnet.com/journals/jpbs/Vol_4_No_1_June_2016/2.pdf
Prepared by: Jerie M. Baldomero & Joshua Catubig