The Role of Perceived Educational Environment and High School Generation on Mexican American Female Community College Students’ Emic Well-Being

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Abstract

Using a psychosociocultural approach, the study examined the mediating role of the perceptions of the community college environment and moderating influence of being first to graduate high school, on the relationships between coping and self-esteem with emic well-being, respectively. A total of 160 Mexican American female students were included in the study. Perceptions of the environment mediated the relationship between coping and emic well-being and partially mediated the relationship of self-esteem and emic well-being. Being first to graduate high school did not moderate coping and self-esteem with emic well-being, respectively. Follow-up analysis revealed a moderated mediator relationship between coping and perceptions of the environment revealed a moderated mediator relationship between coping and perceptions of the environment. Overall, how the environment is perceived is salient to understanding Mexican American female students’ wellness. Implications for community college personnel are addressed.

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