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dc.contributor.advisorSalinas , Gilberto
dc.creatorMendez, Laura Yvette
dc.date.accessioned2020-04-15T14:37:35Z
dc.date.available2020-04-15T14:37:35Z
dc.date.created2016-12
dc.date.submittedDecember 2016
dc.identifier.urihttps://hdl.handle.net/2152.4/226
dc.description.abstractLatinos make up 16 percent of the overall U.S. population (U.S. Census Bureau, 2010); however, in 2012, they only represented 9 percent of individuals obtaining a college degree (NCES, 2012). Several studies suggest that social-cultural factors (i.e. familismo, parental involvement, acculturation, etc.) play a significant role in the academic motivation and academic success of Latino students (Jeynes, 2003; Perez et al., 2009; Perna & Titus, 2005). This study explored the extent to which familismo, parental involvement, and academic motivation are related to one another. This study also explored the extent to which parental involvement and familismo predict academic motivation in a predominately Latino college student population. The results of this study suggest that familismo is a significant predictor of academic motivation, where parental involvement was not a predictor of academic motivation.
dc.format.mimetypeapplication/pdf
dc.subjectAcademic Motivation
dc.subjectFamilismo
dc.subjectAcculturation
dc.titleCultural Predictors of Academic Motivation in Hispanic College Students
dc.typeThesis
dc.date.updated2020-04-15T14:37:36Z
dc.type.materialtext
thesis.degree.nameMaster of Arts
thesis.degree.levelMasters
thesis.degree.disciplineCounseling Psychology
thesis.degree.grantorTexas A&M International University
thesis.degree.departmentPsychology and Communication
dc.creator.orcid0000-0002-1548-1084


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