The Role of Bicultural Self-Efficacy and Cognitive-Affective Factors on Psychological Well-Being
Abstract
Due to increasing number of immigrant and international students, examining factors that contribute to this population’s well-being is of outmost importance. The purpose of this study is to examine the role of bicultural self-efficacy in the relationship between cognitive-affective factors of emotional intelligence (EI) and ambiguity tolerance (AT) and psychological well-being. Immigrant and international students (N = 176) completed measures of Bicultural Self-Efficacy Scale (BSES; David, Okazaki, & Saw, 2009), Trait-Meta Mood Scale (TMMS; Salovey, Mayer, Goldman, Turvey, & Palfai, 1995), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II; McLain, 2009), and Psychological Well-Being Scale (PWBS; Ryff, 1989). The following hypotheses were tested: (a) EI, AT, and bicultural self-efficacy will uniquely and positively contribute to psychological well-being; (b) the association between EI, AT, and psychological well-being will be moderated by bicultural self-efficacy. The results revealed that bicultural self-efficacy and cognitive-affective factors were uniquely and positively associated with psychological well-being. Furthermore, bicultural self-efficacy did not moderate the relationship between cognitive-affective factors and psychological well-being. Implications for practice regarding working with immigrant and international college student populations are presented. Limitations of the study along with future directions for research are also highlighted.
Degree
Ph.D.
Advisors
Ciftci, Purdue University.
Subject Area
Counseling Psychology
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