Social cognitive predictors of Mexican American college students' academic and life satisfaction.

Ojeda, Lizette; Flores, Lisa Y.; Navarro, Rachel L.

doi:10.1037/a0021687

Cited by 125 publications

(143 citation statements)

References 138 publications

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“…The inclusion of both academic satis faction and academic stress as domain-specific well-being out comes proves useful in understanding the academic experiences of Taiwanese and Singaporean students and predicting their life sat isfaction. The variances in academic satisfaction, academic stress, and life satisfaction accounted for by the modified well-being model with these two Asian samples are higher than those obtained in a Mexican American student sample (Ojeda et al, 2011) and a Portuguese student sample (Lent et al, 2012). Furthermore, the study provides preliminary evidence for measurement equivalence between the English version (online) and the Mandarin version (paper-and-pencil) of the instruments used in this study as well as across the two Asian samples, which may be beneficial to future cross-cultural research that involves English-speaking and Mandarin-speaking participants or uses these two data collection methods.…”

Section: Discussioncontrasting

confidence: 75%

Well-being of Taiwanese and Singaporean college students: Cross-cultural validity of a modified social cognitive model.

Sheu¹,

Chong²,

Chen³

et al. 2014

Journal of Counseling Psychology

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This study tested the cross-cultural validity of a modified version of Lent's (2004) normative well-being model. Data of 317 Taiwanese and 259 Singaporean college students were collected using the Mandarin and English versions of the survey and were analyzed using structural equation modeling techniques. Satisfactory fit showed that the modified model offered a reasonable representation of the relations among the constructs and accounted for substantial amounts of the variances in academic well-being and life satisfaction for both samples. Results of the bootstrapping procedure revealed that indirect effects of personality traits and self-construal variables on well-being outcomes were mediated mostly by pathways that involved academic self-efficacy, academic goal progress, and/or academic supports. Academic well-being also filtered the effects of other predictors on life satisfaction. Multigroup structural equation modeling analyses indicated the presence of measurement equivalence across these 2 groups. However, several structural paths differed significantly between the Taiwanese and the Singaporean samples. Overall, this study provides evidence for the applicability of the modified well-being model to college students in Taiwan and Singapore and suggests that students in these 2 Asian countries might pursue and maintain their well-being through different psychological mechanisms. Practical implications for interventions and outreach programs as well as directions for future research are discussed.

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Section: Discussioncontrasting

confidence: 75%

Well-being of Taiwanese and Singaporean college students: Cross-cultural validity of a modified social cognitive model.

Sheu¹,

Chong²,

Chen³

et al. 2014

Journal of Counseling Psychology

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“…Biculturalism is associated with positive outcomes such as lower depression, higher selfesteem, and life satisfaction (Wang et al, 2010), as well as academic outcomes (Ojeda, Flores, & Navarro, 2011). The Mexican American participants, in our study, although attending an HSI, are still required to operate within an institution that has characteristics reflective of dominant European American society, including access to knowledge and resources that might historically have been reserved for those with privilege (Castillo et al, 2004).…”

Section: Discussionmentioning

confidence: 97%

The Role of Behavioral and Cognitive Cultural Orientation on Mexican American College Students’ Life Satisfaction

Ojeda

Edwards

Hardin

et al. 2013

Journal of Hispanic Higher Education

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We examined the role of behavioral (acculturation and enculturation) and cognitive cultural orientation (independent and interdependent self-construal) on Mexican American college students' life satisfaction. Analyses explained 28% of the variance in life satisfaction, with social class, grade point average, and independent self-construal being unique predictors. Furthermore, enculturation was associated with increasing life satisfaction among those low in interdependent self-construal, whereas acculturation was associated with decreasing life satisfaction among those high in independent selfconstrual. Implications and directions for future research are discussed. ResumenSe examinó el papel de la conducta (aculturación y enculturación) y la orientación cultural y cognitiva (construcción personal independiente e interdependiente) en la satisfacción de vida de estudiantes universitarios México-americanos. Los análisis explicaron el 28% de la varianza en satisfacción de vida, con clase social, promedio académico, y la construcción personal como predictores únicos. Además, enculturación se asoció con incremento en satisfacción de vida entre aquellos con baja construcción personal interdependiente, mientras que aculturación se asoció con satisfacción de vida aminorada entre aquellos con alta construcción personal independiente. Direcciones e implicaciones para investigaciones futuras se discuten.

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“…. One variable that has had an effect on student retention is life satisfaction (Frisch et al, 2005;Ojeda, Flores, & Navarro, 2011). Informed by Lent's (2004) social cognitive theory of well-being (SCTW), the present study investigated the effects that independent self-construal, career decision self-efficacy (CDSE), and perceptions of educational barriers have on Mexican American college women's life satisfaction.…”

mentioning

confidence: 99%

Self‐Construal, Career Decision Self‐Efficacy, and Perceived Barriers Predict Mexican American Women's Life Satisfaction

Piña‐Watson

Jiménez

Ojeda

2014

The Career Development Quart

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This study used the social cognitive theory of well-being (SCTW; Lent, 2004) to examine the role of career decision self-efficacy (CDSE), perceived educational barriers, and independent self-construal on the life satisfaction of 176 Mexican American college women. A 3-step hierarchical regression analysis indicated that independent self-construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self-construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary-school and university levels are discussed.

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Social cognitive predictors of Mexican American college students' academic and life satisfaction.

Cited by 125 publications

References 138 publications

Well-being of Taiwanese and Singaporean college students: Cross-cultural validity of a modified social cognitive model.

Well-being of Taiwanese and Singaporean college students: Cross-cultural validity of a modified social cognitive model.

The Role of Behavioral and Cognitive Cultural Orientation on Mexican American College Students’ Life Satisfaction

Self‐Construal, Career Decision Self‐Efficacy, and Perceived Barriers Predict Mexican American Women's Life Satisfaction

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