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

Baohua YU, Anita S. MAK, Peter BODYCOTT

Research output: Contribution to journalArticles

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. Copyright © 2019 Society for Research into Higher Education.
Original languageEnglish
JournalStudies in Higher Education
Early online date22 Nov 2019
DOIs
Publication statusE-pub ahead of print - 22 Nov 2019

Citation

Yu, B., Mak, A. S., & Bodycott, P. (2019). Psychological and academic adaptation of mainland Chinese students in Hong Kong universities. Studies in Higher Education. Advance online publication. doi: 10.1080/03075079.2019.1693991

Keywords

  • Academic adaptation
  • Chinese student
  • Coping resources
  • Intergroup contact
  • Perceived discrimination
  • Psychological adaptation

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