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Who am I and where do I belong? Cultural identity conflict, negotiation and intercultural competence among Chinese international students

机译:我是谁,我属于哪里?中国留学生之间的文化认同冲突,谈判和跨文化能力

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摘要

In order to improve international student enrolment, universities have to tackle challenges of ensuring satisfying experience of enrolled international students that is perceived to greatly impact future recruitment. Accordingly, this research aims to provide valuable insights into Chinese international students’ cultural identity conflict that hinders their obtainment of a positive overseas experience. An online survey assessing a range of predictors of cultural identity conflict involving personality traits, ethnic and host cultural identity strength, intergroup factors and strategies of negotiating ethnic and host cultures, and how identity conflict and various identity negotiation strategies influence intercultural competence, was distributed to the entire pool of Chinese students enrolled in a New Zealand university and an Australian university. A total of 255 students completed the survey. Multiple regression analysis revealed that conscientiousness, secure attachment, commitment to ethnic identity, low perceived discrimination, easy access to academic activities with host students significantly protected Chinese students from experiencing cultural identity conflict, whereas preoccupied and fearful attachment, assimilation strategy increased the risk of identity conflict. Additionally, Alternation between cultural demands as one of variations of integration strategy was surprisingly found to exacerbate identity conflict and led to lower levels of intercultural sensitivity, while the other variation, blending strategy significantly resulted in greater intercultural sensitivity. Managerial implications for educational institutions were discussed based on these results. To advance this field of study, limitations of the current research and future research avenues were also presented.
机译:为了提高国际学生的入学率,大学必须应对确保获得令人满意的国际学生入学经历的挑战,这被认为会极大地影响未来的招生。因此,本研究旨在为中国留学生的文化身份冲突提供有价值的见解,这些冲突会阻碍他们获得积极的海外经历。一项在线调查评估了一系列文化认同冲突的预测因素,涉及人格特质,种族和东道国文化认同强度,群体间因素和协商种族和东道国文化的策略,以及认同冲突和各种认同谈判策略如何影响跨文化能力。整个中国学生就读于新西兰大学和澳大利亚大学。共有255名学生完成了调查。多元回归分析表明,尽职尽责,安全依恋,对民族认同的承诺,较低的歧视感,易于接受寄宿学生的学术活动,极大地保护了中国学生免受文化认同冲突的影响,而沉迷于恐惧的依恋,同化策略则增加了认同的风险冲突。此外,令人惊讶地发现,文化需求之间的交替作为融合策略的一种变化会加剧身份冲突,并导致较低的跨文化敏感性,而另一种变化即融合策略则显着提高了跨文化的敏感性。基于这些结果讨论了对教育机构的管理意义。为了推进该研究领域,还提出了当前研究和未来研究途径的局限性。

著录项

  • 作者

    Yu Yiting;

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  • 年度 2015
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  • 原文格式 PDF
  • 正文语种 en
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