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Dissertation/Thesis Abstract

Perceived parental support as a predictor of Vietnamese American academic achievement
by Linke, John Michael, M.A., California State University, Long Beach, 2010, 100; 1490306
Abstract (Summary)

While research largely corroborates the high academic achievement of Asian American college students, studies suggest that Vietnamese Americans may be more prone to academic hardship than other Asians. Although numerous studies have examined the factors underlying high Asian American achievement, very few have investigated how perceived parental support and academic self-efficacy intertwine to impact achievement. The purpose of the present study was to examine how perceived parental support and academic self-efficacy impact the academic achievement of Vietnamese American college students.

Results were based on 49 participants from a large West Coast university, and 60 participants from a large West Coast community college. Consistent with expectations, participants who expressed higher perceived parental support reported higher academic self-efficacy; in addition, participants who exhibited higher academic self-efficacy displayed higher academic achievement. However, contrary to expectations, academic self-efficacy did not mediate the relationship between perceived parental support and college achievement.

Indexing (document details)
Advisor: Quon, Judy W.
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 49/04M, Masters Abstracts International
Subjects: Asian American Studies, Multicultural Education, Educational psychology
Publication Number: 1490306
ISBN: 978-1-124-54582-0
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