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    Self-efficacy, stress, and adjustment in Latino college students

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    Author
    Natera, Lucia, 1973-
    Issue Date
    1998
    Keywords
    Education, Bilingual and Multicultural.
    Education, Educational Psychology.
    Psychology, Clinical.
    Sociology, Ethnic and Racial Studies.
    Education, Higher.
    Advisor
    Domino, George
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    The purpose of this study was to apply a diathesis-stress model to the study of Latino self-efficacy and college adjustment. Specifically, it was of interest to determine whether self-efficacy or its subcomponents would buffer Latino students from the effects of stress in college adjustment or its subcomponents. The sample consisted of 144 Latino undergraduate students. Results suggest that although self-efficacy and its subcomponents had a large effect on adjustment and its subcomponents, they were not found to buffer stress. Hence a diathesis-stress model was not supported. Academic self-efficacy did buffer the effects of stress in predicting academic success, and was supportive of a partial diathesis-stress model. Implications of these findings include promoting the importance of having high self-efficacy and attempting to instill it in Latino youth through the educational system.
    Type
    text
    Thesis-Reproduction (electronic)
    Degree Name
    M.A.
    Degree Level
    masters
    Degree Program
    Graduate College
    Psychology
    Degree Grantor
    University of Arizona
    Collections
    Master's Theses

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