Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context

2021 ◽  
Vol 127 ◽  
pp. 103580
Author(s):  
Lisa Y. Flores ◽  
Rachel L. Navarro ◽  
Bo Hyun Lee ◽  
Xiaotian Hu ◽  
David Diaz ◽  
...  
Keyword(s):  
Engineering Students ◽  
Social Cognitive ◽  
Institutional Context ◽  
Social Identities ◽  
Academic Satisfaction ◽  
Cognitive Predictors

scholarly journals Social cognitive predictors of engineering students’ academic persistence intentions, satisfaction, and engagement.

2019 ◽  
Vol 66 (2) ◽  
pp. 170-183 ◽  
Author(s):  
Rachel L. Navarro ◽  
Lisa Y. Flores ◽  
John-Paul Legerski ◽  
Julio Brionez ◽  
Sarah F. May ◽  
...  
Keyword(s):  
Engineering Students ◽  
Social Cognitive ◽  
Academic Persistence ◽  
Cognitive Predictors

Family and Social Cognitive Predictors of Southeast Asian American College Students’ Academic Satisfaction

2017 ◽  
Vol 26 (3) ◽  
pp. 488-502 ◽  
Author(s):  
Nancy N. Truong ◽  
Matthew J. Miller
Keyword(s):  
Asian American ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Academic Support ◽  
Outcome Expectations ◽  
Southeast Asian ◽  
Academic Satisfaction ◽  
Cognitive Predictors ◽  
Intergenerational Family Conflict ◽  
Southeast Asian American

Southeast Asian Americans have unique sociopolitical histories compared to other Asian American ethnic groups in the United States. These experiences may distinctly shape their academic experiences. Given the low academic attainment rates in this population, we tested a cultural and social cognitive model of academic satisfaction with a sample of 111 Southeast Asian American college students. Specifically, we examined the degree to which intergenerational family conflict and social cognitive factors (e.g., self-efficacy) related to academic satisfaction. We found that intergenerational family conflict was negatively related to family academic support. Contrary to expectations, family academic support and self-efficacy were not directly linked to academic satisfaction, family academic support was not directly linked to self-efficacy or outcome expectations, and outcome expectations 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.

Relation of Social-Cognitive Factors to Academic Satisfaction in Engineering Students

2007 ◽  
Vol 15 (1) ◽  
pp. 87-97 ◽  
Author(s):  
Robert W. Lent ◽  
Daniel Singley ◽  
Hung-Bin Sheu ◽  
Janet A. Schmidt ◽  
Linda C. Schmidt
Keyword(s):  
Engineering Students ◽  
Social Cognitive ◽  
Cognitive Factors ◽  
Academic Satisfaction

Social-Cognitive Predictors of Adjustment to Engineering by Underrepresented Students

2010 ◽  
Author(s):  
Robert W. Lent ◽  
Matthew J. Miller ◽  
Paige E. Smith ◽  
Bevlee A. Watford ◽  
Robert H. Lim ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Underrepresented Students ◽  
Cognitive Predictors

Social Cognitive Predictors of Academic Goals in the Computing Disciplines

2007 ◽  
Author(s):  
Robert W. Lent ◽  
Fred G. Lopez ◽  
Antonio M. Lopez ◽  
Hung-Bin Sheu
Keyword(s):  
Social Cognitive ◽  
Academic Goals ◽  
Cognitive Predictors
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