The Role of Behavioral and Cognitive Cultural Orientation on Mexican American College Students’ Life Satisfaction

Authors

Lizette Ojeda, Texas A & M University - College Station
Lisa M. Edwards, Marquette UniversityFollow
Erin E. Harding, University of Tennessee - Knoxville
Brandy Piña-Watson, Texas A & M University - College Station

Document Type

Article

Language

eng

Format of Original

12 p.

Publication Date

1-2014

Publisher

SAGE Publications

Source Publication

Journal of Hispanic Higher Education

Source ISSN

1538-1927

Abstract

We examined the role of behavioral (acculturation and enculturation) and cognitive cultural orientation (independent and interdependent self-construal) on Mexican American college students’ life satisfaction. Analyses explained 28% of the variance in life satisfaction, with social class, grade point average, and independent self-construal being unique predictors. Furthermore, enculturation was associated with increasing life satisfaction among those low in interdependent self-construal, whereas acculturation was associated with decreasing life satisfaction among those high in independent self-construal. Implications and directions for future research are discussed.

Comments

Accepted version. Journal of Hispanic Higher Education, Vol. 13, No. 1 (January 2014): 63-74. DOI. © 2014 SAGE Publications. Used with permission.

Recommended Citation

Ojeda, Lizette; Edwards, Lisa M.; Harding, Erin E.; and Piña-Watson, Brandy, "The Role of Behavioral and Cognitive Cultural Orientation on Mexican American College Students’ Life Satisfaction" (2014). College of Education Faculty Research and Publications. 361.
https://epublications.marquette.edu/edu_fac/361