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

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 mainl...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2021-08, Vol.46 (8), p.1552-1564
Main Authors: Yu, Baohua, Mak, Anita S., Bodycott, Peter
Format: Article
Language:English
Subjects:
Academic Achievement
Academic adaptation
Acculturation
Adaptation
Asian students
Cantonese
Chinese student
College Students
Coping
coping resources
Dialects
Discrimination
Education policy
English (Second Language)
Foreign Countries
Higher education
intergroup contact
Intergroup Relations
Language of Instruction
Language Proficiency
Linguistic competence
perceived discrimination
Predictor Variables
psychological adaptation
Public Colleges
Regional dialects
Self Efficacy
Sino Tibetan Languages
Social Discrimination
Social support
Social Support Groups
Stress Variables
Student Adjustment
Students
Universities
Young Adults
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Summary: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.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2019.1693991