The State of Israel is often described as a "cultural mosaic." In recent years, growing attention has been paid to multiculturalism within the framework of higher education. Among the various cultural divisions in Israeli society, the distinction between Jewish and Arab students is particularly prominent. While the Jewish majority tends to emphasize individualism, the Arab minority is generally characterized by a collectivist cultural orientation. Comparing these two groups is especially compelling, as it allows for exploration of multiple intersecting factors—cultural, ethnic, socioeconomic, political, and social.

Institutions of higher education are viewed as significant sites for multicultural encounters that foster a deeper understanding of diverse perspectives. Undergraduate studies represent a critical period during which students engage in identity formation and self-exploration. Some students conform to familial or community expectations, while others are guided by personal motivations and aspirations.

Academic success is a key concern and holds significant meaning in students' lives. Therefore, it is crucial to investigate the factors that influence academic adjustment, with the goal of helping students understand themselves better and develop effectively during these formative years.

This study explores the relationship between cultural orientation, self-regulation in learning, and life satisfaction among undergraduate students in Israel. The sample includes 300 students—154 Arab and 146 Jewish—attending three multicultural colleges in northern Israel.

The study seeks to answer two main research questions:
1. What is the relationship between cultural background, self-regulation, and life satisfaction among Jewish and Arab college students in Israel?
2. To what extent does cultural background influence students’ life satisfaction?

The following hypotheses were tested:
1. There will be a positive correlation between cultural background, self-regulation, and life satisfaction.
2. Jewish students will demonstrate higher levels of self-regulation than Arab students.
3. Jewish students will report higher levels of life satisfaction than Arab students.

The findings indicate a positive correlation between cultural background, self-regulation, and life satisfaction, confirming the first hypothesis. However, contrary to expectations, Arab students exhibited higher levels of both self-regulation and life satisfaction compared to their Jewish peers, thus refuting the second and third hypotheses.

These findings challenge traditional assumptions that associate individualistic cultures with higher self-regulation and life satisfaction. Contrary to expectations, Arab students, who come from a more collectivist cultural background, reported higher levels of both. This outcome may reflect the influence of strong community support systems, cultural resilience, or differing expectations and coping strategies across groups. Understanding these dynamics more deeply can help bridge cultural gaps and help develop inclusive academic support programs. Emphasizing culturally responsive approaches to self-regulation and well-being may promote greater academic success and life satisfaction among all students.

Keywords: Cultural orientation, self-regulation, Life satisfaction.