The data collection was financially supported by the Spanish Ministry of Science and Technology Grant number PSI 2009-07423, in which Carmen Tabernero is the main researcher. And the manuscript was written while Esther Cuadrado was a fellow doctoral researcher financially supported by the Spanish Educational Ministry within the framework of the National Programme of university teacher training (2010–2014). We also thank the anonymous reviewers for their helpful comments and David L. Palenzuela for his assistance on the relations of the attributional processes.
Dispositional and Psychosocial Variables as Longitudinal Predictors of Acculturative Stress
Article first published online: 2 NOV 2012
© 2012 The Authors. Applied Psychology: An International Review © 2012 International Association of Applied Psychology
How to Cite
Cuadrado, E., Tabernero, C. and Briones, E. (2012), Dispositional and Psychosocial Variables as Longitudinal Predictors of Acculturative Stress. Applied Psychology:An International Review. doi: 10.1111/j.1464-0597.2012.00531.x
- Article first published online: 2 NOV 2012
- Spanish Ministry of Science and Technology. Grant Number: PSI 2009-07423
- Spanish Educational Ministry within the framework of the National Programme of university teacher training. Grant Number: 2010–2014
As societies become more multicultural, citizens need to develop self-regulatory mechanisms in order to successfully cope with the increasing levels of psychosocial stress related to acculturation. In this study, a longitudinal theoretical model was tested in order to evaluate the role of implicit theories of cultural intelligence, causal attributions, perceived social support, and cultural identity as predictors of acculturative stress. The research was carried out in Spain across three consecutive years with a multicultural sample of 292 students (natives and immigrants). The results confirm the proposed theoretical model using multi-group structural equation modelling to test the equivalence of the longitudinal causal structure in immigrants and natives. Moreover, mediation analyses confirmed the mediating effect of cultural identity between the implicit theories of cultural intelligence and acculturative stress, as well as the mediating effect of perceived social support between causal attributions and acculturative stress. The model indicates the relevance of promoting psychosocial interventions with native and immigrant adolescents in intercultural contexts. In those interventions, it will be relevant to promote incremental implicit theories of cultural intelligence and internal causal attributions, as well as to highlight a more intercultural identity and to encourage greater social support networks.