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.
|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|
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