Who Helps Build Mexican-Origin Female College Students' Self-Efficacy? The Role of Important Others in Student Success

Autor/inn/en	Alfaro, Edna C.; Weimer, Amy A.; Castillo, Edith
Titel	Who Helps Build Mexican-Origin Female College Students' Self-Efficacy? The Role of Important Others in Student Success
Quelle	In: Hispanic Journal of Behavioral Sciences, 40 (2018) 4, S.431-447 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986318802588
Schlagwörter	Mexican Americans; Hispanic American Students; Correlation; Females; College Students; Self Efficacy; Cultural Influences; Social Influences; Parent Influence; Siblings; Teacher Influence; Intimacy; Friendship; Peer Influence; Interpersonal Communication; Social Support Groups; Parent Background; Educational Attainment; Acculturation; Acculturation Rating Scale for Mexican Americans + Suchen Sie Ihr Suchwort? Hispanoamerikaner; Hispanic; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Korrelation; Weibliches Geschlecht; Collegestudent; Self-efficacy; Selbstwirksamkeit; Cultural influence; Kultureinfluss; Sozialer Einfluss; Sibling; Geschwister; Intimität; Freundschaft; Interpersonale Kommunikation; Social support; Soziale Unterstützung; Elternhaus; Bildungsabschluss; Bildungsgut; Akkulturation
Abstract	The present study examined interrelations among sociocultural factors, communication, and academic support from mothers, fathers, sisters, brothers, professors, romantic partners, and close friends and Mexican-origin female college students' (n = 205) college self-efficacy. Findings revealed that students communicated the most with their close friends and perceived that mothers provided the most academic support. In general, students who espoused behaviors and values that closely aligned with the Mexican culture were more likely to communicate with others. In addition, higher levels of communication related to higher levels of academic support, but relations between academic support and college self-efficacy differed by source of support. Notably, while academic support from mothers, professors, and romantic partners were positively related to college self-efficacy, academic support from fathers, sisters, brothers, and close friends were not related to college self-efficacy. Findings confirm that a focus on the unique roles of important others is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01