| Sign In to gain access to subscriptions and/or personal tools. |
Developing a Bicultural Model for Academic AchievementA Look at Acculturative Stress, Coping, and Self-PerceptionLoma Linda University, shawley{at}kumc.edu
California State University, San Bernardino
University of Kansas School of Medicine-Wichita This project analyzed multimodel student archival data to address the relationship between academic achievement, acculturative stress, and coping factors. Participants were 126 children between 8 and 11 years of age (59 White and 67 Latino). Measurements included demographics, SAFE-C, A-COPE, Self-Perception Profile for Children, and Harter Teacher's Rating Scale. Latinos used more social support and religious coping strategies than Whites (p < .001). A general model of achievement for both groups accounted for 33% of the variance in academic achievement (p < .001). Ethnically specific models accounted for a greater amount of the variance: 57% for a model for Whites and 64% for a model for Latinos (p < .001). This study demonstrates the importance of investigating ethnic differences independently when conducting cross-ethnic research.
Key Words: acculturative stress academic achievement Latinos cross-cultural research coping
Hispanic Journal of Behavioral Sciences, Vol. 29, No. 3,
283-299 (2007) This article has been cited by other articles:
|
|||||||||||||||||||||||||||

