Cultural and Social Cognitive Predictors of Academic Satisfaction in Southeast Asian American College Students

This study examined the predictive utility of Lent’s (2004) social cognitive model of well-being in the context of academic satisfaction with a sample of Southeast Asian American college students using a cross-sectional design. Path analysis was used to examine the role of perceived parental trauma, perceived parental acculturative stress, intergenerational family conflict, and social cognitive predictors to academic satisfaction. Participants were 111 Southeast Asian American and 111 East Asian American college students who completed online measures. Contrary to expectations, none of the contextual cultural variables were significant predictors of academic satisfaction. Also contrary to expectations, academic support and self-efficacy were not directly linked to academic satisfaction and outcome expectation was not linked to goal progress. Other social cognitive predictors were related directly and indirectly to academic satisfaction, consistent with prior research. Limitations and implications for future research and practice are addressed.

Rebuilding a Better Response

What is one thing in the world that we have little control over? Mother Nature. We as humans have tried to alter our natural environment countless times, and she has fought back twice as strong, leaving trails of devastation behind. The number of natural disasters has drastically increased, especially in the Southeast Asian region. The aftermath of a tsunami has left a large number of people homeless and lives forever changed. The current recovery process is chaotic and leaves affected individuals stranded without the means of rebuilding for long periods of time. This thesis aims to re-evaluate the recovery relief procedures and provide a better means of rebuilding their lives and community.