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

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalStudies in Higher Education
DOIs
Publication statusPublished - 21 Nov 2019

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Hong Kong
China
university
student
female student
dialect
self-efficacy
social support
speaking
coping
discrimination
language
resources
education
experience

Cite this

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AB - 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.

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