Self-transitioning or other-transitioning? The positive effects of LGBTQ + college students' positive coping and perceived academic support.

IF 2.7 2区医学 Q1 EDUCATION & EDUCATIONAL RESEARCH

BMC Medical Education Pub Date : 2025-04-30 DOI:10.1186/s12909-025-07204-9

Chenwei Ma, Jiangyu Li

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引用次数: 0

Abstract

Background: Stigmatisation directed towards LGBTQ + individuals poses a considerable threat to their psychological well-being. LGBTQ + college students frequently report exposure to perceived stress and microaggressions. Research indicates that self-regulation and proactive coping mechanisms can act as a protective buffer against the stigma and bias faced by sexual minorities. Consequently, this study investigated whether and to what extent proactive coping and perceived academic support moderate the relationship between perceived stress specific to LGBTQ + college students, their psychological well-being, and academic performance.

Methods: This study surveyed 359 Chinese LGBTQ + college students with an average age of 20.65 years old through snowball sampling and online recruitment. Structural equation modeling was used to test the hypotheses.

Results: Employing structural equation modelling analysis, the study revealed that (a) proactive coping moderated the relationship between perceived stress and psychological well-being, and (b) perceived academic support moderated the relationship between perceived stress and academic performance.

Conclusion: These findings suggest that Chinese colleges should implement adequate support and counselling services to enhance the proactive coping abilities of LGBTQ + students and create an academically supportive environment to alleviate the adverse effects of perceived stress on psychological well-being.

查看原文本刊更多论文

自我转换还是他人转换？LGBTQ +大学生积极应对与学业支持感知的正向影响

背景：针对LGBTQ +个体的污名化对他们的心理健康构成了相当大的威胁。LGBTQ +大学生经常报告他们感受到压力和微侵犯。研究表明，自我调节和主动应对机制可以作为性少数群体所面临的耻辱和偏见的保护性缓冲。因此，本研究旨在探讨主动应对和感知学业支持是否以及在多大程度上调节LGBTQ +大学生的感知压力、心理健康和学业成绩之间的关系。方法：采用滚雪球抽样和网络招募的方式，对359名平均年龄为20.65岁的中国LGBTQ +大学生进行调查。采用结构方程模型对假设进行检验。结果：采用结构方程模型分析，研究发现(a)主动应对调节了感知压力与心理健康的关系，(b)感知学业支持调节了感知压力与学业成绩的关系。结论：高校应加强LGBTQ +学生主动应对能力的支持和咨询服务，营造良好的学术支持环境，缓解感知压力对心理健康的不利影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

BMC Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

4.90

自引率

11.10%

发文量

795

审稿时长

6 months

期刊介绍： BMC Medical Education is an open access journal publishing original peer-reviewed research articles in relation to the training of healthcare professionals, including undergraduate, postgraduate, and continuing education. The journal has a special focus on curriculum development, evaluations of performance, assessment of training needs and evidence-based medicine.