Self‐construal, career decision self‐efficacy, and perceived barriers predict Mexican American women's life satisfaction.

This study used the social cognitive theory of well-being (SCTW; Lent, 2004) to examine the role of career decision self-efficacy (CDSE), perceived educational barriers, and independent self-construal on the life satisfaction of 176 Mexican American college women. A 3-step hierarchical regression analysis indicated that independent self-construal, CDSE, and fewer perceived educational barriers significantly predicted greater life satisfaction among Mexican American college women above and beyond the influence of socioeconomic status and generational status. These findings are consistent with SCTW and highlight the need for counselors and researchers to be aware of the role that self-construal, CDSE, and perceived educational barriers can have on Mexican American women's life satisfaction. Implications for practice at the secondary-school and university levels are discussed.Keywords: career decision self-efficacy, educational barriers, life satisfaction, Mexican American, womenFrom 1980 to 2008, there has been a 12.5% increase in Latina enrollment in postsecondary education, and Latinas outnumber Latino men in enrollment in undergraduate and graduate programs (Aud, Fox, & KewalRamani, 2010). Despite these promising statistics, college graduation rates continue to be lower for Latinas compared with women of other ethnicities, with only 9.4% of Latinas obtaining bachelor's degrees (compared with 21.1% of European Americans, 13.6% of African Americans, 31.6% of Asians/Pacific Islanders, and 9.8% of Native Americans/ Alaska Natives; Aud et al., 2010). The statistics are even more staggering for graduate degree attainment, with only 2.9% of Latinas obtaining a master's degree and 1.0% obtaining doctoral or professional degrees (compared with, respectively, 8.4% and 3.1% of European Americans, 4.9% and 1.3% of African Americans, 14.0% and 6.4% of Asians/Pacific Islanders, and 3.6% and 1.4% of Native Americans/Alaska Natives; Aud et al., 2010).Over the past couple of decades, scholars have tried to understand the causes of this educational disparity (Arbona & Nora, 2007; Fry, 2004; Lopez, 2009; Vernez, Krop, & Rydell, 1999). One variable that has had an effect on student retention is life satisfaction (Frisch et al., 2005; Ojeda, Flores, & Navarro, 2011). Informed by Lent's (2004) social cognitive theory of well-being (SCTW), the present study investigated the effects that independent self-construal, career decision self-efficacy (CDSE), and perceptions of educational barriers have on Mexican American college women's life satisfaction.SCTWSCTW explains the dynamic process that is associated with life satisfaction and is based on social cognitive career, personality, and well-being theories (Lent, 2004; Lent, Brown, & Hackett, 1994). SCTW emphasizes the relationship between cognitive, personal, and environmental factors and how they promote or impede life satisfaction (Lent et al., 1994; Navarro, Flores, & Worthington, 2007). Specifically, the theory states that individuals will have higher life satisfaction when they (a) are active in the pursuit of goals they personally value, (b) feel a sense of competency at their ability to successfully pursue their goal and that there will be a positive outcome, and (c) view the environment in which they are situated as being supportive of this pursuit (Lent, 2004). In line with the propositions of this theory of well-being, the present study examined the variables that have particular relevance to Latinas in higher education. Specifically, we examined the effect of independent self-construal (independentoriented goal pursuit cognitions), CDSE (sense of competency), and perception of educational barriers (lack of environmental supports) on the life satisfaction of Mexican American women attending a Hispanic-serving institution (HSI).Life SatisfactionLife satisfaction is the cognitive appraisal of one's life based on one's own standards and is a component of subjective well-being (Diener, Emmons, Larsen, & Griffin, 1985). …