Cultural self, personal self: Links with life satisfaction among Mexican American college students.

Abstract

Structural equation modeling was used to test relations among heritage-culture retention (i.e., adherence to Latina/o values, ethnic identity, and collective self-esteem), personal self-esteem, life satisfaction, and academic grades for 446 Mexican American college students. Results indicated that the hypothesized model fit the data well. Personal self-esteem partially mediated the relation between heritage-culture retention and life satisfaction. Specifically, heritage-culture retention predicted personal selfesteem, and heritage-culture retention and personal self-esteem both predicted life satisfaction. The mediated effect of heritage-culture retention to life satisfaction via personal self-esteem also was significant. The relation of personal self-esteem to life satisfaction was significant for both genders, but stronger for women, resulting in a stronger mediated effect of heritage-culture retention on life satisfaction for women than men. Contrary to the hypotheses, academic grades were not predicted by life satisfaction and, thus, not indirectly related to heritage-culture retention or personal self-esteem. Overall, greater retention of aspects of one's heritage culture predicted higher levels of both personal self-esteem and life satisfaction. In turn, higher personal self-esteem predicted greater life satisfaction. The hypothesized model explained 28% of the variance in life satisfaction. Implications for research and practice are discussed.

Naked and Unashamed: Investigations and Applications of the Effects of Naturist Activities on Body Image, Self-Esteem, and Life Satisfaction

“…Some of this research specifically supports a causal relationship from body image to self-esteem, rather than the reverse (Hesketh et al 2004). Similarly, a well established body of prior research provides ample evidence of the relationship between self-esteem and life satisfaction (e.g., Acun-Kapikiran et al 2014;Kang et al 2003;Navarro et al 2014;Oishi et al 1999;Paradise and Kernis 2002;Park et al 2014). This research is largely cross-sectional (rather than experimental or longitudinal) and thus cannot confirm the causal direction of this relationship.…”

“…This research is largely cross-sectional (rather than experimental or longitudinal) and thus cannot confirm the causal direction of this relationship. However, the direction of effects from self-esteem to life satisfaction has been supported statistically by structural equation modeling or other analyses of mediation effects (see, e.g., Acun-Kapikiran et al 2014;Kang et al 2003;Navarro et al 2014).…”

Using Humanistic and Positive Psychology to Understand Mexican American Adolescents' Subjective Happiness

“…The current investigation was also important given the relationship among positive psychological functioning, academic achievement, educational goals, and career satisfaction (Gabriele, ; Lyubomirsky et al, ; Marques et al, ; Vela, Castro, et al, ). Findings from the current study have potential to shape interventions and programs to improve Mexican American college students' subjective happiness, which in turn can improve academic outcomes (Navarro, Schwartz, Ojeda, & Pina‐Watson, ). Although not all factors predicted subjective happiness, future research could continue to use humanistic and positive psychology to examine Mexican American adolescents' positive psychological functioning.…”

The Role of Positive Psychology, Cultural, and Family Factors in Latina/o College Students' Vocational Outcome Expectations

“…In summary, researchers have found theoretical and empirical relationships among positive psychology, cultural, and family factors. Acculturation was related to Hispanic girls’ career decision self‐efficacy (Ojeda, Piña‐Watson, et al, ), enculturation was related to Mexican Americans’ life satisfaction (Ojeda, Edwards, Hardin, & Piña‐Watson, ), and meaning in life and family importance were related to Mexican American high school students’ vocational outcome expectations (Vela, Lenz, et al, ). However, these variables have been examined separately in previous studies; researchers have not included these factors in a single model to determine which factors have the strongest predictive relationship on Latina/o students’ vocational outcome expectations.…”

“…Gaining an understanding of how positive psychology, culture, and family influence Latina/o students’ vocational outcome expectations is an important issue in postsecondary education (Piña‐Watson, Jimenez, & Ojeda, ). Although some researchers investigated Latina/o college students’ career development, no study used a positive psychology, cultural, and family framework to understand the factors that affect their vocational outcome expectations.…”