Factors influencing the academic experiences of Vietnamese adolescents: the role of psychosocial factors, support, and intergenerational conflict
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Individual (gender, self-esteem, and acculturation), microsystem (social support, peer support for academics, perceived parental attitudes), and mesosystem (intergenerational conflict) variables were examined as predictors of school sense of belonging and academic attitudes among a sample of 159 Vietnamese adolescents living in Montgomery County, Maryland. Overall, these students experienced moderate levels of school belonging and strong valuing of academics. Individual and microsystem level variables accounted for significant shared and unique variance in the prediction of school sense of belonging and adolescent academic attitudes. The mesosystem variable did not account for unique variance above and beyond the individual and microsystem variables. Self-esteem and peer support for academics accounted for significant unique variance in the prediction of school belonging, whereas gender, parental value for academic success, and school social support uniquely contributed to the prediction of academic attitudes. Suggestions for interventions and ideas for future research are discussed.