The number of immigrant undergraduate students with diverse ethnicities and native languages has been continuously increasing. As a result, Immigrant Language-Minority (ILM) college student wellbeing and retention is the focus of many higher education institutions. The purpose of the present exploratory study was to examine relationships among personal (e.g., self-efficacy for learning, self-regulation), contextual (e.g., stereotype threat, sense of belonging), and wellbeing (e.g., negative affect, positive affect, academic satisfaction and life satisfaction) variables with 502 ILM undergraduate students. Grounded in the social-cognitive perspective, a model was proposed where contextual variables influence personal beliefs and in turn student wellbeing perceptions. Using structural equation modeling, data showed that sense of belonging directly predicted student self-regulation, self-efficacy, positive affect, negative affect, and academic and life satisfaction, whereas stereotype threat directly predicted self-efficacy and negative affect. Moreover, findings also showed that self-efficacy mediated the relationship between sense of belonging, stereotype threat, and academic satisfaction. Overall, the proposed model predicted 54% of variance in life satisfaction. Implications for ILM undergraduate student wellbeing and retention are discussed.

中文翻译：

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考察移民语言少数民族大学生的情境、动机和幸福感变量之间的关系

不同种族、不同母语的移民本科生人数不断增加。因此，移民语言少数族裔 (ILM) 大学生的福祉和保留是许多高等教育机构关注的焦点。本探索性研究的目的是检查个人（例如，学习的自我效能感、自我调节）、情境（例如，刻板印象威胁、归属感）和幸福感（例如，负面影响、正面影响、学业满意度和生活满意度）变量与 502 ILM 本科生。基于社会认知的角度，提出了一个模型，其中上下文变量影响个人信念，进而影响学生的幸福感。使用结构方程建模，数据表明，归属感直接预测学生的自我调节、自我效能感、积极影响、消极影响以及学业和生活满意度，而刻板印象威胁直接预测自我效能感和消极影响。此外，研究结果还表明，自我效能感调节了归属感、刻板印象威胁和学业满意度之间的关系。总体而言，所提出的模型预测了 54% 的生活满意度方差。讨论了对 ILM 本科生福祉和保留的影响。刻板印象威胁和学术满意度。总体而言，所提出的模型预测了 54% 的生活满意度方差。讨论了对 ILM 本科生福祉和保留的影响。刻板印象威胁和学术满意度。总体而言，所提出的模型预测了 54% 的生活满意度方差。讨论了对 ILM 本科生福祉和保留的影响。