Psychological and academic adaptation of mainland Chinese students in Hong Kong universities

Psychological and academic adaptation of mainland Chinese students in Hong Kong universities

• Yu, Baohua The Education University of Hong Kong
• Mak, Anita S. University of Canberra
• Bodycott, Peter University of Canberra

Studies in Higher Education, 2019

Routledge

2019

• C Psychology & Learning
  • CB Psychology of Learning
• N Students & Student Services
  • NO Minorities & Immigrant Students

Academic Adaptation Chinese Student Coping Resources Intergroup Contact Perceived Discrimination Psychological Adaptation

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Existing research on the psychological and academic experiences of China-born students studying outside of China has mainly been conducted in Western English-speaking countries. Using a coping resources framework, we investigated the predictors of psychological and academic adaptation of 2,201 mainland Chinese students (74% female) studying in universities in Hong Kong, China’s Special Administrative Region and a former British colony. We found that academic self-efficacy, social support, and low levels of perceived discrimination predicted both psychological and academic adaptation. Language competence in English and the local dialect Cantonese was found to be additional factors in mainland Chinese students’ academic adaptation. Implications for future research and higher education policies and practices are discussed. Copyright © 2019 Society for Research into Higher Education.

• English

Journal Articles

• 03075079

• 10.1080/03075079.2019.1693991

https://bibliography.lib.eduhk.hk/bibs/f2efd148

2020-04-27