Dissertation/Thesis Abstract

Examining Relationships among Self-Efficacy, Self-Regulation, Stereotype Threat, Sense of Belonging, and Well-Being in Immigrant Language-Minority Undergraduate Students
by Saroughi, Maryam, Ph.D., George Mason University, 2019, 195; 13859659
Abstract (Summary)

The purpose of the present study was to examine a model of well-being for Immigrant Language-Minority (ILM) undergraduate students focusing on stereotype threat, sense of belonging, academic self-efficacy, self-regulation, positive affect, negative affect, academic satisfaction, and life satisfaction. Five hundred and two (N = 502) undergraduate students representing various majors were asked to complete online surveys. Using structural equation modeling analyses, it was found that sense of belonging predicted directly all the variables, whereas, stereotype threat directly predicted self-efficacy and negative affect. Furthermore, as expected the data showed that self-efficacy and self-regulation mediated the relationship between sense of belongings, stereotype threat and life and academic satisfaction. Overall, the proposed model predicted 54% of variance in life satisfaction. Implications for ILM undergraduate students are discussed.

Indexing (document details)
Advisor: Kitsantas, Anastasia
Commitee: Cheema, Jehanzeb, Peters-Burton, Erin, Wong, Shelley
School: George Mason University
Department: Education
School Location: United States -- Virginia
Source: DAI-A 80/11(E), Dissertation Abstracts International
Subjects: Education, Educational psychology, Higher education
Keywords: Academic satisfaction and life satisfaction, Positive and negative affect, Self-efficacy and self-regulated learning, Sense of belonging, Stereotype threat, Well-being in immigrant language-minority undergraduate students
Publication Number: 13859659
ISBN: 978-1-392-21269-1
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