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Social Cognitive and Acculturation Predictors of the College Adjustment of Asian Americans

dc.contributor.advisorLent, Robert Wen_US
dc.contributor.authorHui, Kayien_US
dc.description.abstractThe 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.en_US
dc.titleSocial Cognitive and Acculturation Predictors of the College Adjustment of Asian Americansen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.subject.pqcontrolledCounseling Psychologyen_US
dc.subject.pqcontrolledAsian American Studiesen_US
dc.subject.pquncontrolledAsian Americansen_US
dc.subject.pquncontrolledsocial cognitiveen_US

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