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The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications

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, sel...

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Detalles Bibliográficos
Autores principales: Chen, Wenxin, Lin, Yi, Yu, Xiaoyan, Zheng, Wen, Wu, Shiyong, Huang, Mingxi, Chen, Wei, Zhou, Shuyi
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8949423/
https://www.ncbi.nlm.nih.gov/pubmed/35329316
http://dx.doi.org/10.3390/ijerph19063632
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author Chen, Wenxin
Lin, Yi
Yu, Xiaoyan
Zheng, Wen
Wu, Shiyong
Huang, Mingxi
Chen, Wei
Zhou, Shuyi
author_facet Chen, Wenxin
Lin, Yi
Yu, Xiaoyan
Zheng, Wen
Wu, Shiyong
Huang, Mingxi
Chen, Wei
Zhou, Shuyi
author_sort Chen, Wenxin
collection PubMed
description 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.
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spelling pubmed-89494232022-03-26 The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications Chen, Wenxin Lin, Yi Yu, Xiaoyan Zheng, Wen Wu, Shiyong Huang, Mingxi Chen, Wei Zhou, Shuyi Int J Environ Res Public Health Article 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. MDPI 2022-03-18 /pmc/articles/PMC8949423/ /pubmed/35329316 http://dx.doi.org/10.3390/ijerph19063632 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Chen, Wenxin
Lin, Yi
Yu, Xiaoyan
Zheng, Wen
Wu, Shiyong
Huang, Mingxi
Chen, Wei
Zhou, Shuyi
The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title_full The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title_fullStr The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title_full_unstemmed The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title_short The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications
title_sort relationship between bicultural identity integration, self-esteem, academic resilience, interaction anxiousness, and school belonging among university students with vocational qualifications
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8949423/
https://www.ncbi.nlm.nih.gov/pubmed/35329316
http://dx.doi.org/10.3390/ijerph19063632
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