来华留学生跨文化适应策略与影响因素的相关研究——基于对在杭州日本留学生调查数据的分析

文化适应问题成为各国学者关注的焦点.本研究旨在探索中国文化环境下留学生的文化适应问题.通过选取杭州高校的50名日本留学生进行调查,探索他们采取的文化适应策略以及影响因素与策略的相关性.结果发现,整合策略应用最广,其次是分离和同化,边缘化是最不受欢迎的策略;不同策略在性别上的发展趋势略有不同.研究还发现,策略与个体认知方式与社会支持呈显著相关,而与跨文化接触无显著相关;男女群体中进行比较,相关性也有差异.     

少数民族的文化适应及其研究

从“化适应”的概念及其嬗变出发，介绍了化适应的阶段及其分化模式。一般而言，化适应的分化模式可以分为同化、整合、分离以及边缘化等四种模式。章最后指出了在西部大开发的背景下少数民族化适应的研究对我国的现实意义。     

Fears and Difficulties Experienced by Ukrainian Nationals During Their Period of Study in Poland

The overall aim of this study is to review problems relating to the acculturation of Ukrainian students during their initial period of study abroad in Poland. More importantly, our objective was to recognize the fears and difficulties these students experience and examine the strategies of coping with major stressors. Based on group interviews we identified four themes, which mainly related to the language barrier, social isolation, discrimination, and financial issues. Our results show that the main acculturation strategy among the students in our sample was integration rather than assimilation, marginalization, or separation. Our respondents actively sought contacts with the locals, for example, by giving up their living quarters in the socially isolated and remote university campus and renting shared accommodation in the city, which made it possible for them to maintain closer links with their Ukrainian friends and to receive social support while also staying open to establishing relationships with Poles and having more opportunities to improve their Polish. At the same time, these students maintained their contacts with family and friends abroad through the Internet. This study also suggests the ways for higher education institutions to improve the services rendered to international students and to support their integration into a new community.     

Psychological Adaptation of Turkish Students at U.S. Campuses

The number of Turkish citizens entering the U.S. for their studies is growing more rapidly than almost any other group. The purpose of the current study was to investigate how acculturation factors affect psychological adaptation of Turkish students in the U.S. One hundred and twenty-four Turkish students participated in the study. Regression analyses revealed that social support and self-esteem were predictors of psychological adjustment. Implications suggest that Turkish students, as with other international students as previous research has suggested, should have a strong network of both co-national students and other social connections.     

Iraqi Refugee High School Students’ Academic Adjustment

Many Iraqi refugee students in the United States suffer from posttraumatic stress disorder (PTSD) as well as acculturation stresses. These stresses often create challenges for their integration into U.S. schools. The project explored risk factors such as the length of educational gaps in transit, PTSD, and separation and marginalization acculturation, as well as protective factors such as resilience, self-esteem, and integration and assimilation. We conducted bivariate correlations and multiple regression to examine the relationship between factors and predicting school adjustment using variables among 100 Iraqi refugee high school students in the Detroit area. The results showed that the educational gaps (negatively), and assimilation and resilience (positively), are the strongest predictors for school adjustment. PTSD incurred by Iraqis as a result of events experienced before and during their migration from Iraq are related to their self-esteem and separation acculturation, while educational gaps are related to their marginalization as well as to their integration.     

Competing discourses in the ongoing identity construction of adult immigrants

Based on interviews with eight adult immigrants to Montreal, this article explores how discourses from their cultures of origin interact with discourses in the host culture to influence the process of identity construction during their acculturation to the host society. Drawing on sociocultural theory and psychological concepts of identity development, the roles of the often conflicting discourses from two different societies are analyzed in terms of their influences on the identity construction of these adult immigrants. The most prevalent recurring theme from the interview data concerned what participants referred to as shyness. The meanings of this theme and its political, economic, and sociocultural implications are discussed. Interview data from this study indicate the importance of sociocultural, political, and economic elements of the discourses of one's society of origin which could be taken into consideration in order to create a more inclusive host society.     

The Role of Intragroup Marginalization in Latino College Student Adjustment

The purpose of this article is to examine how intragroup marginalization has a potential impact on Latino college students’ psychological adjustment. The concept of intragroup marginalization in this context relates to the perceived rejection of students by persons of their heritage culture group in response to the students’ acculturation efforts in regard to the college culture. Counselors can facilitate college success of Latino students by addressing acculturative stressors. Intragroup marginalization and its relationship to Latino college student adjustment is illustrated and discussed through a vignette.     

高校突发事件心理干预机制研究——基于心理弹性和社会支持的作用

采用领悟社会支持量表、自我心理弹性量表及自编高校突发事件心理适应问卷,对1132名大学生进行调查及考察心理弹性、社会支持与突发事件心理适应水平的关系。结果表明:心理弹性和社会支持能共同显著预测突发事件心理适应水平,其中心理弹性的影响作用大于社会支持,且心理弹性在社会支持与突发事件心理适应水平之间发挥着部分中介作用。     

民族地区生态移民社会适应性研究———以贵州扶贫生态移民工程为例简

生态移民社会适应性是指因生存环境变迁,移民对象为了适应新的环境而对心理状态和行为方式的调适过程.贵州扶贫生态移民具有突出生态环境保护、民族团结进步、集中连片特困地区的扶贫开发以及移民社会适应性基础条件等方面的特征.生态移民面临生产方式改变难、生活消费适应难、风俗习惯融合难以及社会交往认同难等社会适应性问题,需要政府采取一定的措施,确保移民“搬得出、留得住、可发展、能致富”目标的实现.     

韩国移民儿童社会融入:困境及解决策略

韩国作为多民族国家,移民儿童的大量流入使其文化多元的态势愈加明显,移民儿童的社会融入度关系到其社会发展的未来走向.文化融入、教育融入和心理融入是韩国移民儿童社会融入的三个主要向度.文化适应压力、语言障碍、身份认同困难是韩国移民儿童社会融入的主要问题.韩国通过建立基于语言教育的社会支持体系、实施基于文化接纳的多元文化教育...     

The role of different school organizational models in the psychological adaptation of refugee adolescents

Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important context for the development and acculturation of young refugees. As in other European countries, the schooling of refugee adolescents in Germany is organized in different models: separate instruction in newcomer classes, direct immersion in regular classes, and mixed approaches. To answer our research questions, we used self-reported data from 700 refugee adolescents (12-, 14-, and 17-year-olds) in a representative survey of refugees in Germany. As indicators of their psychological adaptation, we analyzed their sense of school belonging, their emotional and behavioral problems, and their life satisfaction. Comparing them to non-refugee peers, the refugee adolescents showed similar levels of psychological adaptation, and an even higher level in the case of school belonging. Multiple regression analyses provide limited support for the assumed advantage of the mixed school organizational model: While students who initially attended a mixed approach reported higher levels of school belonging than those in other models, no differences emerged on the other indicators. We discuss the implications of our findings for the schooling of newly arrived refugees.

     

流动儿童社会融入困境的个案研究

中国城市里涌现的"民工潮"现象是流动着的"农民工"群体关于生存方式选择的权宜之计,也关系着整个中国的发展命运。随父母迁移的流动儿童在社会融入进程中"边缘化"的困境引起了众多研究者的关注。通过对Y市弱势家庭流动儿童小洁在流入城市生活的全貌展开质化研究,分析探讨了流动儿童社会融入中面临的一系列困境:弱势的家庭环境、城市社交的拒斥和代际传递的局限等。     

Coping strategies and social support as mediators of consequences in child sexual abuse victims.

OBJECTIVE: The main objective of this study was to evaluate the mediator role of coping strategies and social support on the adaptation of children following CSA. Empirical studies indicate that short-term consequences of child sexual abuse (CSA) are multiple and varied (Kendall-Tackett, Williams, & Finkelhor, 1993; Wolfe & Birt, 1995). While abuse-related characteristics were first studied to explain the variability of CSA outcome, more recently, the influence of other variables such as coping strategies and social support have been considered. METHOD: Fifty sexually abused children aged between 7 and 12 participated in this study. The Child Behavior Checklist (Achenbach, 1991) and the Perceived Competence Scale for Children (Harter, 1985) were used to measure victims' adjustment. Coping strategies were evaluated by the Self-Report Coping Scale (Causey & Dubow, 1992) and the children completed the Perceived Social Support (Harter, 1985). A French version of the History of Victimization (Wolfe, Gentile, & Bourdeau, 1987) was used to gather abuse-related characteristics from medical records. RESULTS: Results indicate that sexually abused children exhibit internalizing and externalizing behavior problems following CSA. Coping strategies and social support exert direct effects on victims' adjustment instead of the mediator influences originally expected. Among abuse-related variables, only the perpetrator's identity is directly related to internalizing symptoms. CONCLUSIONS: The absence of mediational effects of coping and social support is discussed in light of the measures used and the cross-sectional nature of the study. Results highlight the importance of parental implication and the consideration of coping strategies in designing therapeutic interventions with this population.     

Tridimensional acculturation and adaptation among jamaican adolescent-mother dyads in the United States

A bidimensional acculturation framework cannot account for multiple destination cultures within contemporary settlement societies. A tridimensional model is proposed and tested among Jamaican adolescent–mother dyads in the United States compared to Jamaican Islander, European American, African American, and other Black and non‐Black U.S. immigrant dyads (473 dyads, M adolescent age = 14 years). Jamaican immigrants evidence tridimensional acculturation, orienting toward Jamaican, African American, and European American cultures. Integration is favored (70%), particularly tricultural integration; moreover, Jamaican and other Black U.S. immigrants are more oriented toward African American than European American culture. Jamaican immigrant youth adapt at least as well as nonimmigrant peers in Jamaica and the United States. However, assimilated adolescents, particularly first generation immigrants, have worse sociocultural adaptation than integrated and separated adolescents.     

Racial identity,maternal support,and psychological distress among African American adolescents

This study investigated the role of racial identity and maternal support in reducing psychological distress among African American adolescents. Both direct and indirect influences of multiple dimensions of racial identity (i.e., centrality, private regard) and maternal support on perceived stress, depressive symptoms, and anxiety were examined among 521 African American twelfth graders. Findings indicated that maternal support was positively related to both centrality and private regard. Results provided little support for a direct association between racial identity or maternal support and depressive symptoms and anxiety within a multivariate context. Rather, the influences of racial identity attitudes and maternal support on these mental health outcomes were mediated by perceived stress. Further, the two racial identity attitudes were associated with perceived stress in different ways. Study findings suggest that the significance and meaning that African American adolescents attribute to being Black may be critical to their psychological well-being, and that maternal support and perceived stress are important considerations.     

论维果茨基的社会文化理论及其教学应用

维果茨基的社会文化理论包括心理发展观、人类高级心理机能的社会起源与思维和语言理论。深入研究社会文化理论,探究社会文化理论核心概念的教学应用,以历史的、整体的视角来全面审视教学设计和教学策略,能够为课堂教学研究提供新的思路和方法。     

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.     

Parents’ Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs

Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN.     

社区青少年心理社会支持系统构建

作为占有较少社会资源的社区青少年,通常社会地位低、生存状况差,处于社会边缘,其心理健康状况不容乐观。通过对昆明市社区青少年的心理及社会支持状况进行调查,发现社区青少年获得支持的途径主要来自于父母、朋友、同学等非正式支持系统。因此,应加强对弱势群体的社会支持系统的构建,特别是社会心理支持系统,培养他们的社会归属感,这是解决社区青少年心理问题、促进社区青少年社会适应的重要途径。