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

Wenxin Chen, Yi Lin, Xiaoyan Yu, Wen Zheng, Shiyong Wu, Mingxi Huang, Wei Chen and Shuyi Zhou
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Wenxin Chen: School of Education, South China Normal University, Guangzhou 510631, China
Yi Lin: Social Science Office, South China Normal University, Guangzhou 510631, China
Xiaoyan Yu: School of Education, South China Normal University, Guangzhou 510631, China
Wen Zheng: School of Education, Huizhou University, Huizhou 516000, China
Shiyong Wu: South China Vocational Education Research Centre, South China Normal University, Foshan 528225, China
Mingxi Huang: School of Education, South China Normal University, Guangzhou 510631, China
Wei Chen: School of Education, Huizhou University, Huizhou 516000, China
Shuyi Zhou: Faculty of Foreign Language, Dongguan Science & Technology School, Dongguan 523470, China

IJERPH, 2022, vol. 19, issue 6, 1-16

Abstract: 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.

Keywords: bicultural identity integration; self-esteem; academic resilience; integration anxiousness; school belonging; transition; vocational pathway university students (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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