Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of vocational behavior, 59(1), 53-63.

This study tested a path model of Latino college student outcomes (n=179). Four constructs were integrated into the model which predicted persistence intentions and health: self-efficacy (Bandura, 1986), stress, family support, and social integration (Tinto, 1987). As hypothesized, college self-efficacy was associated directly with stronger persistence intentions and associated indirectly with better health. Contrary to expectations, self-efficacy associated directly with social and faculty integration, but social and faculty integration were not associated directly with persistence intentions. In addition, students who reported stronger availability of family support reported stronger self-efficacy. Implications for designing culturally responsive intervention programming are described.

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