School of Education, South China Normal University, Guangzhou 510631, China.
Social Science Office, South China Normal University, Guangzhou 510631, China.
Int J Environ Res Public Health. 2022 Mar 18;19(6):3632. doi: 10.3390/ijerph19063632.
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.
与学术路径的学生相比，具有职业路径的大学生在过渡过程中面临更大的文化、心理、认知和行为挑战。
本研究采用定量方法，以 326 名中国职业路径大学生为参与者，考察了双文化认同整合、自尊、学业韧性和互动焦虑对学校归属感的预测作用。
参与者具有较高的文化适应性、自尊、学业韧性和学校归属感，但互动焦虑程度中等。双文化认同整合（B = 0.24；p < 0.001）、自尊（B = 0.35；p < 0.001）和学业韧性（B = 0.25；p < 0.001）显著正向预测学校归属感，而互动焦虑（B = -0.17；p < 0.01）则负向预测学校归属感。
双文化认同整合、自尊、学业韧性和互动焦虑是中国具有职业资格的大学生学校归属感的重要决定因素。应采取有效措施，增强他们对大学社区的认同感、尊重感和归属感。
