Counseling, Higher Education & Special Education Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2757
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Item Social Cognitive and Acculturation Predictors of the College Adjustment of Asian Americans(2011) Hui, Kayi; Lent, Robert W; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of the present study was to extend understanding of factors related to the college adjustment of Asian and Asian Americans. The study was based on the SCCT model of well-being and included an exploratory focus on culture-specific variables. Data were collected from 122 undergraduate college students who self-identified as Asian, Asian Americans, or Pacific Islander. The present findings are generally consistent with previous studies of the SCCT model of satisfaction, providing empirical support for the cross-cultural validity of the SCCT model with Asian American students. The predictive model accounted for a substantial percentage (41-44%) of variance in the college adjustment indicators, academic and social domain satisfaction. The present study extends the findings of previous studies by showing the differential utility of self-efficacy and social support in predicting domain satisfaction. Results from both quantitative and qualitative data highlighted the importance of social support in the college adjustment of Asian Americans. The present findings also suggest that cultural variables (acculturation and enculturation) relate to Asian Americans' college adjustment indirectly via self-efficacy, social support, and goal progress. Limitations of the study and implications for practice and future research are discussed.Item Asian Parents' Perceptions of Child Disability and School Contact for Services(2010) Kim, Nayoung; Gottfredson, Gary D.; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examined Asian parents' perceptions of children's disability and factors influencing their utilization of school services. Using the parent questionnaires from a large national sample of high school sophomores (the ELS:2002 data), survey results from Asian American (n=810) and European American parents (n=7710) were analyzed to examine cultural differences between the two ethnic groups as well as between immigrant vs. non-immigrant Asians. This study also assessed the extent to which parental characteristics (Belief About Learning, Recency of Immigration, English Proficiency, Socio-Economic Status, and whether they indicate their child is disabled) predict contacting the school for services. Results indicated that Asians were less likely than Europeans to believe that their child has a disability and also were less likely to contact the school for help. Nevertheless, immigrant parents sought help when they perceived that their child had a disability. Neither immigrant parent's length of stay in the U.S. nor English proficiency predicted the school contact behaviors. Implications for introducing school-based services and outreach for Asian American parents are suggested, particularly for recent immigrants.