Abstract
We examined the role of behavioral (acculturation and enculturation) and cognitive cultural orientation (independent and interdependent self-construal) on Mexican American college students’ life satisfaction. Analyses explained 28% of the variance in life satisfaction, with social class, grade point average, and independent self-construal being unique predictors. Furthermore, enculturation was associated with increasing life satisfaction among those low in interdependent self-construal, whereas acculturation was associated with decreasing life satisfaction among those high in independent self-construal. Implications and directions for future research are discussed.
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