The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
Bibliographic Data
| ID | 15475415 |
|---|---|
| Authors | Wenxin Chen (0000-0001-7319-7527, South China Normal University), Yi Lin (0000-0002-0697-4581, South China Normal University), Xiaoyan Yu (0000-0003-3861-7340, South China Normal University), Wen Zheng (0000-0001-9318-5806, South China Normal University), Shiyong Wu (0000-0002-5886-6646, South China Normal University, corresponding author), Mingxi Huang (South China Normal University), Wei Chen (0000-0002-9419-148X, South China Normal University, corresponding author), Shuyi Zhou (0009-0000-0029-5513, Faculty of Foreign Language, Dongguan Science & Technology School, Dongguan 523470, China) |
| Year | 2022 |
| Volume | 19 |
| Issue | 6 |
| Pages | 3632-3632 |
| Publication date | 2022-03-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph19063632 |
| PMID | 35329316 |
| OpenAlex | W4220670036 |
| Language | EN |
| Citations received | 8 |
| References cited | 51 |
Background: University students with a vocational pathway face greater cultural, psychological, cognitive, and behavioral challenges during the transition process than their counterparts with an academic route. Method: This study examined the predictive effect of bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness on school belonging using a quantitative approach with 326 Chinese vocational pathway university student participants. Result: The participants had high levels of cultural adaptability, self-esteem, academic resilience, and school belonging, but they also displayed moderate interaction anxiousness. Bicultural identity integration (B = 0.24; p < 0.001), self-esteem (B = 0.35; p < 0.001), and academic resilience (B = 0.25; p < 0.001) significantly positively predicted school belonging, while interaction anxiousness (B = −0.17; p < 0.01) negatively predicted school belonging. Conclusions: Bicultural identity integration, self-esteem, academic resilience, and interaction anxiousness were crucial determinants of school belonging among Chinese university students with vocational qualifications. Effective measures should be initiated to boost their feelings of being recognized, respected, and connected to the university community
Anxiety · Feeling · Identity (music · Pedagogy · Psychological resilience · Self-esteem · Vocational education · Clinical Psychology · Grit, Self-Efficacy, and Motivation · Psychology · Psychology of Development and Education · Resilience and Mental Health · Social Psychology
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Perceived Cohesion
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |