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Please use this identifier to cite or link to this item: http://hdl.handle.net/2031/6440

Title: Bicultural self-efficacy and bicultural identity integration of mainland students in Hong Kong: Their impact on students’ sociocultural adaptation and academic performance
Authors: Lu, Yiqing (陸依晴)
Department: Department of Applied Social Studies
Issue Date: 2011
Course: SS4708 Research Project in Psychology
Programme: Bachelor of Social Sciences (Honours) in Psychology
Instructor: Prof. Ng, Sik Hung
Subjects: Chinese students -- China -- Hong Kong.
Self-efficacy -- China -- Hong Kong.
Identity (Psychology) -- China -- Hong Kong.
Citation: Lu, Y. Q. (2011). Bicultural self-efficacy and bicultural identity integration of Mainland students in Hong Kong: Their impact on students’ sociocultural adaptation and academic performance (Outstanding Academic Papers by Students (OAPS)). Retrieved from City University of Hong Kong, CityU Institutional Repository.
Abstract: Objectives. The present study aimed at exploring the effects of bicultural self-efficacy (BSE) and bicultural identity integration (BII) on sociocultural adaptation (SCA) and academic performance among Mainland students who studied at universities in Hong Kong and testing the mediating role of BII on the effects of BSE on SCA and academic performance. It also investigated the differences in the above four variables between Foundation Year and Year 1 students. Methods. One hundred and fifteen Mainland students from City University of Hong Kong, of whom 58 were Foundation Year and 57 were Year 1 students, participated in the survey. The survey consisted of a questionnaire designed to measure levels of BSE, BII, and SCA, academic performance, and some other demographics. Results. Based on regression analysis, BSE and BII were tested to be significant predictors of SCA, but not academic performance. The proposed mediation models in which the effects of BSE on SCA or academic performance are mediated by BII failed to get statistical support. Besides, the differences between the participants from Foundation Year and Year 1 in BSE and academic performance were significant, while there was no significant difference in BII and SCA. Discussion. The results show that both BSE and BII are significant predictors of SCA instead of academic performance, which suggests that academic performance may not be an acculturation issue for the Mainland China students in Hong Kong. The insignificance in the proposed mediation models reveals the possible reciprocal causal relationship between BSE and BII and the possibility of more complex mediation effects. The differences between Foundation Year and Year1 are discussed in the context of the participants with the caution of possible cohort effect. Implications for the studies of biculturalism in sojourners are discussed and the suggestions for further study are presented.
Appears in Collections:OAPS - Dept. of Applied Social Sciences

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