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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

Author

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  • Wenxin Chen

    (School of Education, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • Yi Lin

    (Social Science Office, South China Normal University, Guangzhou 510631, China
    These authors contributed equally to this work.)

  • 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)

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.

Suggested Citation

  • Wenxin Chen & Yi Lin & Xiaoyan Yu & Wen Zheng & Shiyong Wu & Mingxi Huang & Wei Chen & Shuyi Zhou, 2022. "The Relationship between Bicultural Identity Integration, Self-Esteem, Academic Resilience, Interaction Anxiousness, and School Belonging among University Students with Vocational Qualifications," IJERPH, MDPI, vol. 19(6), pages 1-16, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3632-:d:774444
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    References listed on IDEAS

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    1. Claire Crawford & Paul Gregg & Lindsey Macmillan & Anna Vignoles & Gill Wyness, 2016. "Higher education, career opportunities, and intergenerational inequality," Oxford Review of Economic Policy, Oxford University Press and Oxford Review of Economic Policy Limited, vol. 32(4), pages 553-575.
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    1. Shiyong Wu & Wenxin Chen & Wei Chen & Wen Zheng, 2022. "Effects of Cultural Intelligence and Imposter Syndrome on School Belonging through Academic Resilience among University Students with Vocational Backgrounds," IJERPH, MDPI, vol. 19(13), pages 1-16, June.

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