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This study examined psychocultural variables associated with the academic achievement of 98 Latina high school students. It was hypothesized that positive and negative aspects of marianismo would relate to academic motivation. We also hypothesized that ganas would mediate the relationship between academic motivation and academic achievement. Results of a path analysis revealed that only positive aspects of marianismo were related to academic motivation. Although motivation did not have a direct effect on academic achievement, ganas had a significant indirect effect.

This study examined the role of cognitive (i.e., grit, hope, and academic skepticism) and cultural variables (i.e., generational status, familismo, ethnic identity, and bicultural stress) on academic motivation among 181 Mexican American adolescents. Results indicated that hope, grit, and familismo positively predicted academic motivation. Conversely, academic skepticism and bicultural stress negatively predicted academic motivation. This study demonstrates that culture is important to consider above and beyond cognitive variables. Implications for practice and research are discussed.Keywords: Mexican American, familismo, bicultural stress Este estudio examinó la influencia que ejercen las variables cognitivas (determinación, esperanza y escepticismo académico) y culturales (estatus generacional, familismo, identidad étnica y estrés bicultural) sobre la motivación académica en 181 adolescentes mexicano-americanos. Los resultados indicaron que la esperanza, la determinación y el familismo pronosticaron positivamente la motivación académica. Y a la inversa, el escepticismo académico y el estrés bicultural pronosticaron negativamente la motivación académica. Este estudio demuestra que es importante considerar la cultura además de las variables cognitivas. Se discuten las implicaciones para la práctica y la investigación.

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