Examining Relationships among Contextual, Motivational and Wellbeing Variables of Immigrant Language-Minority College St
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Examining Relationships among Contextual, Motivational and Wellbeing Variables of Immigrant Language-Minority College Students Maryam Saroughi 1
& Anastasia Kitsantas
1
# Springer Nature B.V. 2020
Abstract
The number of immigrant undergraduate students with diverse ethnicities and native languages has been continuously increasing. As a result, Immigrant Language-Minority (ILM) college student wellbeing and retention is the focus of many higher education institutions. The purpose of the present exploratory study was to examine relationships among personal (e.g., self-efficacy for learning, self-regulation), contextual (e.g., stereotype threat, sense of belonging), and wellbeing (e.g., negative affect, positive affect, academic satisfaction and life satisfaction) variables with 502 ILM undergraduate students. Grounded in the social-cognitive perspective, a model was proposed where contextual variables influence personal beliefs and in turn student wellbeing perceptions. Using structural equation modeling, data showed that sense of belonging directly predicted student self-regulation, self-efficacy, positive affect, negative affect, and academic and life satisfaction, whereas stereotype threat directly predicted self-efficacy and negative affect. Moreover, findings also showed that self-efficacy mediated the relationship between sense of belonging, stereotype threat, and academic satisfaction. Overall, the proposed model predicted 54% of variance in life satisfaction. Implications for ILM undergraduate student wellbeing and retention are discussed.
Maryam Saroughi, Ph.D. is an Educational Psychologist whose research interests focus on student well-being, intercultural communication, social justice, teacher training and pedagogy. Anastasia Kitsantas, Ph.D. is Professor of Educational Psychology in the College of Education and Human Development at George Mason University. Her research interests focus on the development of self-regulated learning and student motivational beliefs across diverse areas of functioning including academic learning, athletics and health.
* Maryam Saroughi [email protected] Anastasia Kitsantas [email protected]
1
Educational Psychology, College of Education and Human Development, George Mason University, Fairfax, VA 22030-4444, USA
Innovative Higher Education
Keywords Language-minority undergraduate students . Wellbeing . Academic satisfaction . Life satisfaction . Self-efficacy . Stereotype threat . Sense of belonging Immigrant Language-Minorities (ILM) are the fastest growing subgroup in the nation (Ballantyne, Sanderman, & Levy, 2008; Fairbairn & Fox, 2009; Kanno & Cromley, 2015; Wolf, Herman, & Dietel, 2010). According to The National Center for Educational Statistics, approximately 24% of students enrolled in the United States (U.S.) postsecondary institutions are first-generation (born outside of U.S.) and second-generation (U.S.-born with one or more foreign-born parents) immigrants (Arbeit, Staklis, & Horn, 2016). However, research findings show that ILM students are minimally
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