This study investigated the association between bicultural competence and academic adjustment (i.e., engagement, efficacy, achievement) among 193 Latino youth (65.3% female; 89.1% U.S.-born) followed from their senior high school year (M_age = 17.58 years, SD = 0.53) to their fifth college semester (2016–2019). Latent growth analyses revealed that youth's overall bicultural competence trajectory was moderately high and stable across this period. Youth who maintained or increased bicultural competence levels over time (slopes) demonstrated greater self-efficacy. Youth with greater high school bicultural competence (intercepts) demonstrated higher engagement but lower achievement. No other associations emerged. This study highlights that the promoting influence of bicultural competence may not extend to all indicators of academic adjustment but may depend upon the contexts and demands they navigate.

中文翻译：

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拉丁裔青年从高中到大学适应的双文化能力和学术调整

本研究调查了 193 名拉丁裔青年（65.3% 女性；89.1% 美国出生）从高中毕业后的双文化能力与学业调整（即参与、效能、成就）之间的关系（M_年龄 = 17.58 岁，SD = 0.53) 到他们的第五个大学学期 (2016–2019)。潜在增长分析表明，青年的整体双文化能力轨迹在这一时期处于中等偏高且稳定的状态。随着时间的推移（斜率）保持或提高双文化能力水平的青年表现出更高的自我效能感。具有较高高中双文化能力（拦截）的青年表现出较高的参与度但成就较低。没有其他协会出现。这项研究强调，双文化能力的促进影响可能不会扩展到学业调整的所有指标，但可能取决于他们所处的环境和需求。