Browsing by Author "Long, Tessa Albaran"
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Item A Psychometric Examination of the US Spanish MMPI-3: Reliability, Validity, and Comparability to the English Form(2022-08-01T05:00:00.000Z) Long, Tessa Albaran; Anderson, Jaime L; Boccaccini, Marcus T; Marek, Ryan J; Varela, Jorge GThe US Spanish Multiphasic Personality Inventory-3 (MMPI-3) is a recently released translated version of the well-researched English MMPI-3. The current study aimed to examine the psychometric properties of the US Spanish MMPI-3 and its comparability to the English version. Data was extracted from a larger study on the functionality of the MMPI-3 in bilingual college students. Subjects (n = 303) were Latinx Spanish/English bilingual college students recruited from two Texas universities (Sam Houston State University and University of Texas-Rio Grande Valley) who were administered both translations of the MMPI-2-Restructured Form-Extended Battery (MMPI-2-RF-EX) and later the MMPI-3 in a counterbalanced design across two timepoints. First, we examined internal consistency and inter-item correlations for all Spanish and English MMPI-3 scales. Overall, scales exhibited adequate internal consistency and inter-item correlations. Next, we conducted test-retest correlations between same language MMPI-3’s administered a week apart to determine test-retest reliability of the separate forms, which rendered adequate test-retest reliability. We then ran correlation analyses between the two language versions of the MMPI-3 and found adequate convergence and divergence between the forms. Lastly, we conducted correlational analyses between the Spanish and English MMPI-3 versions with external criterion measures of personality and general psychopathology. Steiger’s z-tests were used to determine whether associations with external criteria differ across test versions. Analyses suggested minimal differences between the forms with some notable differences, particularly within the Psychoticism domain. There were also some scales, specifically externalizing and substance use, with range restriction that limited significant findings. Overall, the current study demonstrated the US Spanish MMPI-3 can be used within a Latinx, bilingual college sample.Item The Effect of Perceived Discrimination and Documentation Status on Immigrant Undergraduate Use of Campus Counseling Services(2018-11-20) Long, Tessa Albaran; Venta, AmandaUndocumented immigrant undergraduates experience more distress and higher levels of depression and anxiety than their documented counterparts (Arbona & Jimenez, 2014; Casabona, 2014). Even with available campus resources, undocumented immigrant undergraduates report not seeking counseling services due to mistrust or fear of documentation status disclosure (Muñoz, 2013; Stebelton & Alexio, 2015). Further, these students report experiences of discrimination with campus staff (Suarez-Orozco et al., 2015). However, to date, very little quantitative research has been conducted in this population. The current study aimed to examine undocumented immigrant students’ use of campus counseling services and the potential moderating effect of perceived discrimination. Participants were recruited online at seven Texas universities and divided into five groups for analyses: U.S. born students (control group), immigrant citizens, documented immigrant, Deferred Action to Childhood Arrivals (DACA), and undocumented immigrants. First, correlation analyses found a negative relation between age and depression, anxiety, stress, and perceived discrimination. Chi-square analysis found no evidence of significant group differences in endorsing the dichotomized use of campus counseling services, perhaps due to sample size limitations. Second, separate one-way analysis of variance (ANOVA) tests found no statistically significant group differences in the number of counseling sessions attended in the previous semester or during college. Third, a logistic regression examining counseling use dichotomously indicated a moderating effect of perceived discrimination on counseling use for documented immigrants, indicating the higher level of perceived discrimination documented immigrants experience, the less likely they are to use campus counseling services. Limitations, implications, and future directions are discussed.