The moderating role of ethnic identity and social support on relations between well-being and academic performance.

The role of social support and ethnic identity in moderating the effects of factors that may emanate from stereotype threat on academic performance was examined. Depressive and anxiety symptoms of ethnic minority (n = 65) and Euro-Caucasian students (n = 198) were tracked through their first year of university. Although students' symptoms did not differ at the outset of the year, higher symptoms uniquely evident among ethnic minority students at midyear were associated with poorer final grades, and reduced well-being was sustained at the end of the year. Social support from friends and fewer unsupportive interactions predicted greater success among ethnic minority students. Although both groups benefited from academic support, such support was perceived as less available to minority students.

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