Research shows that the process of acculturation (adjustment to a new environment) determines psychological outcomes, such as acculturative stress. This relationship is affected by mediator variables, including social support and self-perceptions. Using structural equation modeling, this study explored how support in and through music and music self-perceptions affected the relationship between acculturation and acculturative stress in music classes. Data were collected among Latino immigrant students ( N = 501) ages 6 to 11 from two Title I elementary schools in a large city in the southeastern United States. Findings showed that higher levels of acculturative stress in music classes were linked to lower levels of American acculturation and higher levels of Latino acculturation. In addition, the indirect effect of American acculturation through U.S. music support and music self-perceptions was linked to higher levels of acculturative stress, whereas the indirect effect of Latino acculturation through Latino music support was linked to lower levels of stress. It could be hypothesized that U.S. music support may increase academic expectations, contributing to higher levels of acculturative stress. Conversely, Latino music support could help immigrant children connect with their ethnic musical heritage with lower academic pressure.

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拉丁裔移民儿童在音乐课上的文化适应压力：结构方程模型


研究表明，文化适应过程（适应新环境）决定了心理结果，例如文化适应压力。这种关系受中介变量的影响，包括社会支持和自我认知。使用结构方程模型，本研究探讨了音乐中和通过音乐的支持以及音乐自我感知如何影响音乐课上的文化适应和文化适应压力之间的关系。数据是在来自美国东南部一个大城市的两所 Title I 小学的 6 至 501 岁的拉丁裔移民学生 （N = 11） 中收集的。研究结果表明，音乐课上较高水平的文化适应压力与较低的美国文化适应水平和较高水平的拉丁裔文化适应有关。此外，美国文化适应通过美国音乐支持和音乐自我认知的间接影响与较高水平的文化适应压力有关，而拉丁裔通过拉丁裔音乐支持进行的拉丁裔文化适应的间接影响与较低水平的压力有关。可以假设，美国的音乐支持可能会提高学术期望，从而导致更高水平的文化适应压力。相反，拉丁裔音乐支持可以帮助移民儿童以较低的学业压力与他们的民族音乐传统建立联系。