This study investigated the influence of psychocultural variables (e.g., acculturation, enculturation, ethnic identity) and personality characteristics in relation to educational expectations among 345 Latino middle school students in the U.S. Results from a path model indicate that 24.4 % of the variance of educational expectations was accounted for by all predictor variables included in the model. Age, acculturation, and conscientiousness had statistically significant direct effects on educational expectations. Findings also show that elements of ethnic identity and conscientiousness mediated the association from acculturation and enculturation to educational expectations. Implications of the findings for counselors are addressed.
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This study was partially supported by a grant from the U.S. Department of Education obtained by the second author (PR P334A080190).
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Cano, M.Á., Castillo, L.G., Davis, M.J. et al. Dynamics of Acculturation, Enculturation, and Ethnic Identity: Influence of Psychocultural Constructs on Conscientiousness and Expectations of Higher Education Among Latinos. Int J Adv Counselling 34, 231–241 (2012). https://doi.org/10.1007/s10447-012-9153-9