The Effects of Acculturative Family Distancing on the Psychological Well-Being, Ethnic Identity Development, and Academic Achievement of Latinos in Higher Education

Autor/in	Santana, Lizette
Titel	The Effects of Acculturative Family Distancing on the Psychological Well-Being, Ethnic Identity Development, and Academic Achievement of Latinos in Higher Education
Quelle	(2017), (130 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, William James College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-3750-2
Schlagwörter	Hochschulschrift; Dissertation; Hispanic American Students; Barriers; At Risk Students; College Students; Academic Achievement; Well Being; Ethnicity; Educational Attainment; Higher Education; Student Surveys; Statistical Analysis; Immigrants; Questionnaires; Language Usage; English (Second Language); Correlation; Self Concept Measures; Acculturation; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Collegestudent; Schulleistung; Well-being; Wellness; Wohlbefinden; Ethnizität; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerbefragung; Statistische Analyse; Immigrant; Immigrantin; Immigranten; Fragebogen; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Akkulturation
Abstract	Latinos in the United States face significant challenges related to poverty, employment, education, immigration, and acculturation. Latinos are a minority in higher education, representing 16% of undergraduate students, 7% of graduate students, and 5% of doctoral students. Prior research has shown that Latinos in higher education face unique challenges that put them at risk for certain mental health concerns. The purpose of this study was to examine the effects of Acculturative Family Distancing on psychological general well-being, ethnic identity development, academic achievement, and the highest desired degree of Latinos in higher education. The current study was quantitative in nature and utilized a survey design. A 30-minute, anonymous electronic survey was administered to participants who were at least 18 years of age, currently enrolled in higher education, identified as Hispanic and/or Latino/a, and identified as either 2nd or 1.5-generation immigrants. The survey included demographic questionnaire, the Acculturative Family Distancing (AFD) Rating Scale, Multigroup Ethnic Identity Measure, Psychological General Well-being Index, and three opened ended questions. The final sample consisted of 81 participants from 18--30 years of age. The majority of participants preferred English, identified as 2nd generation immigrants, and were enrolled in undergraduate institutions. Significant relationships were found between AFD and psychological general well-being and ethnic identity development. No significant relationship was found between AFD, academic achievement, and highest desired degree. Psychological general well-being, AFD Communication, and highest desired degree were found to significantly predict participants' academic achievement. The limitations of this study and implications for further research and clinical practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01