How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

BACKGROUND: Internal migration or cross‐border migration differs from traditional migration. The influence of academic performance on social integration among migration or cross‐border student groups has drawn attention. METHOD: A survey collected data from cross‐border students in Mainland China. The sample included 616 university students (bachelor's, master's, and doctoral students) coming from Hong Kong studying in Guangzhou, Guangdong Province. RESULTS: The moderating effect of cultural distance in the relationship between academic performance and social integration was significantly negative (β = –0.081, p < 0.05). The effect of academic performance on social integration was significantly positive (β = .104, p < .05). Length of time studying in the Mainland, social status, entrance exam score (which might affect the current academic performance), and acquiescence are as the control variable in examining the role of cultural distance in the effect of academic performance on social integration. This result embodies the functionalist theory. CONCLUSION: The host society is the structural whole requiring the function of social integration, whereas education is the structural component fulfilling the function. When cultural distance is large, the function of education for social integration decreases. The practical implication for enhancing social integration is relieving or bridging the distance.