潜在剖面分析在探索新疆籍大学生文化适应方式中的应用
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摘要
目的:了解新疆籍大学生文化适应方式的潜在类别,并探讨各类别在性别、年级、就读地区、生源地和汉语口语水平等变量上的分布差异,及各类别社会文化适应水平的差异。方法:选取全国高校938名新疆籍少数民族大学生,使用文化适应方式问卷和社会文化适应问卷进行调查。运用潜在剖面分析探讨文化适应方式。结果:新疆籍大学生可分为4类文化适应方式子群体:中整合适应类型(58%)、高整合适应类型(21%)、边缘化适应类型(11%)和分离适应类型(10%)。大一学生比大二学生采用高整合文化适应方式的比率更高,大二学生比大一学生采用中整合和分离适应方式的比率更高;在新疆读高中转内地读大学的大学生采用边缘化、分离、中整合文化适应方式的比率更高;在内地或在新疆读高中和大学的大学生采用高整合文化适应方式的比率更高;来自城市、县城的大学生采用高整合文化适应方式的比率更高,来自乡镇、农村的大学生采用中整合文化适应方式的比率更高;汉语口语流利的大学生采用高整合文化适应方式的比率更高,汉语口语一般的大学生采用边缘化、中整合文化适应方式的比率更高。高整合类大学生的社会文化适应水平得分最高,其次是中整合类,最低的是边缘化类和分离类。结论:新疆籍大学生可分为4类文化适应方式子群体:中整合适应类型、高整合适应类型、边缘化适应类型和分离适应类型;文化适应方式的4类潜在类别在年级、就读地区、生源地、汉语口语水平的分布上呈现差异;双文化整合者的社会文化适应水平最佳。
Objective: To explore the acculturation strategy classification of the college students from Xinjiang, the distribution difference of different types on variables such as gender, grade, school area, hometown area and spoken Chinese fluency, and the sociocultural adaption difference of different types. Methods: The subjects of this study were 938 college students from Xinjiang. The Acculturation Strategy Scale and Sociocultural Adaption Scale were used to survey acculturation strategy and sociocultural adaption. The latent profile analysis(LPA) were conducted. Results: The college students from Xinjiang were divided into four sorts: moderate integration(58%), high integration(21%), marginalization(11%) and separation(10%). The proportion of freshmen adopting high integration was higher than sophomores, the proportion of sophomores adopting moderate integration and separation was higher than freshmen. The proportion of students adopting moderate integration, marginalization and separation was higher, whose high school was in Xinjiang and college was in the mainland. The proportion of students adopting high integration was higher, whose high school and college were in Xinjiang or the mainland. The proportion of students adopting high integration was higher, who came from cities. The proportion of students adopting moderate integration was higher, who came from villages. The proportion of students adopting high integration was higher, whose spoken Chinese was fluent. The proportion of students adopting moderate integration and marginalization was higher, whose spoken Chinese was below the average. The level of sociocultural adaption was the highest, when the students adopted high integration, followed by moderate integration, finally were marginalization and separation. Conclusion: The college students from Xinjiang are divided into four sorts: moderate integration, high integration, marginalization and separation. The level of soiocultural adaption was the highest in the students adopted bicultural strategy.
Objective: To explore the acculturation strategy classification of the college students from Xinjiang, the distribution difference of different types on variables such as gender, grade, school area, hometown area and spoken Chinese fluency, and the sociocultural adaption difference of different types. Methods: The subjects of this study were 938 college students from Xinjiang. The Acculturation Strategy Scale and Sociocultural Adaption Scale were used to survey acculturation strategy and sociocultural adaption. The latent profile analysis(LPA) were conducted. Results: The college students from Xinjiang were divided into four sorts: moderate integration(58%), high integration(21%), marginalization(11%) and separation(10%). The proportion of freshmen adopting high integration was higher than sophomores, the proportion of sophomores adopting moderate integration and separation was higher than freshmen. The proportion of students adopting moderate integration, marginalization and separation was higher, whose high school was in Xinjiang and college was in the mainland. The proportion of students adopting high integration was higher, whose high school and college were in Xinjiang or the mainland. The proportion of students adopting high integration was higher, who came from cities. The proportion of students adopting moderate integration was higher, who came from villages. The proportion of students adopting high integration was higher, whose spoken Chinese was fluent. The proportion of students adopting moderate integration and marginalization was higher, whose spoken Chinese was below the average. The level of sociocultural adaption was the highest, when the students adopted high integration, followed by moderate integration, finally were marginalization and separation. Conclusion: The college students from Xinjiang are divided into four sorts: moderate integration, high integration, marginalization and separation. The level of soiocultural adaption was the highest in the students adopted bicultural strategy.
引文
1张劲梅.西南少数民族大学生的文化适应研究.重庆:西南大学,2008
2 Berry JW.Acculturation as varieties of adaptation.Boulder,CO:Westview,1980
3 Berry JW.Immigration,acculturation and adaptation.Applied Psychology,1997,46:5-68
4 Giang MT,Wittig MA.Implications of adolescents’acculturation strategies for personal and collective self-esteem.Cultural Diversity and Ethnic Minority Psychology,2006,12(4):725-739
5 Berry JW,Kim U,Minde T,et al.Comparative studies of acculturative stress.International Migration Review,1987,21(3):491-511
6 Baysu G,Phalet K,Brown RJ.Dual identity as a two-edged sword identity threat and minority school performance.Social Psychology Quarterly,2011,74(2):121-143
7 Phinney JS,Berry JW,Sam DL,et al.Understanding immigrant youth:Conclusions and implications.Mahwah,NJ:Erlbaum,2006
8 Ward C,Rana-Deuba A.Acculturation and adaptation revisited.Journal of Cross-Cultural Psychology,1999,50(4):422-442
9张洁婷,焦璨,张敏强.潜在类别分析技术在心理学研究中的应用.心理科学进展,2010,18(12):1991-1998
10 Notelaers G,Einarsen S,De Witte H,et al.Measuring exposure to bullying atwork:The validity and advantages of the latent class cluster approach.Work&Stress,2006,20:288-301
11苏斌原,张洁婷,俞承甫,等.大学生心理行为问题的识别:基于潜在剖面分析.心理发展与教育,2015,31(3):350-359
12赵丽,李丽霞,周舒冬,等.潜在剖面分析和系统聚类法比较的模拟研究.广东药学院学报,2013,29(2):206-209
13张京玲.藏、壮少数民族大学生文化认同态度与文化适应的关系研究.重庆:西南大学,2008
14 Ward C,Kennedy A.The measurement of sociocultural adaptation.International Journal of Intercultural Relations,1999,23(4):659-677
15王亚鹏.藏族大学生的民族认同、文化适应与心理疏离感.兰州:西北师范大学,2002
16托娅,夏增艳,杨京鹏,等.内地班少数民族学生文化适应策略状况的调查研究.内蒙古师范大学学报(教育科学版),2013,26(3):45-48
17严义娟.在内地学习的维吾尔族青少年的民族认同与社会适应.武汉:华中师范大学,2008
18 Lysgaad S.Adjustment in Foreign Society:Norwegian Fulbright Grantees Visiting the United States.International Social Science Bulletin,1955,7:45-51
19 Oberg K.Culturalshock:Adjustmentto new cultural environments.Practical Anthropology,1960,7(3):177-182
20 Lee RM.Do ethnic identity and other-group orientation protect against discrimination for Asian Americans.Journal of Counseling Psychology,2003,50(2):133
21 LaFromboise T,Coleman HL,Gerton J.Psychological impact of biculturalism:Evidence and theory.Psychological Bulletin,1993,114:395-412
22 Mok A,Morris M,Benet-Martínez V,et al.Embracing American culture:Structures of social identity and social networks among first-generation biculturals.Journal of Cross-Cultural Psychology,2007,(38):629-635
23李卉青.双文化认同整合对认知复杂性的影响--以我国西北地区藏族双文化者为例.兰州:西北师范大学,2015
24 Benet-Martínez V,Lee F,Leu J.Biculturalism and cognitive complexity:Expertise in cultural representations.Journal of Cross-Cultural Psychology,2006,(37):386-407
2 Berry JW.Acculturation as varieties of adaptation.Boulder,CO:Westview,1980
3 Berry JW.Immigration,acculturation and adaptation.Applied Psychology,1997,46:5-68
4 Giang MT,Wittig MA.Implications of adolescents’acculturation strategies for personal and collective self-esteem.Cultural Diversity and Ethnic Minority Psychology,2006,12(4):725-739
5 Berry JW,Kim U,Minde T,et al.Comparative studies of acculturative stress.International Migration Review,1987,21(3):491-511
6 Baysu G,Phalet K,Brown RJ.Dual identity as a two-edged sword identity threat and minority school performance.Social Psychology Quarterly,2011,74(2):121-143
7 Phinney JS,Berry JW,Sam DL,et al.Understanding immigrant youth:Conclusions and implications.Mahwah,NJ:Erlbaum,2006
8 Ward C,Rana-Deuba A.Acculturation and adaptation revisited.Journal of Cross-Cultural Psychology,1999,50(4):422-442
9张洁婷,焦璨,张敏强.潜在类别分析技术在心理学研究中的应用.心理科学进展,2010,18(12):1991-1998
10 Notelaers G,Einarsen S,De Witte H,et al.Measuring exposure to bullying atwork:The validity and advantages of the latent class cluster approach.Work&Stress,2006,20:288-301
11苏斌原,张洁婷,俞承甫,等.大学生心理行为问题的识别:基于潜在剖面分析.心理发展与教育,2015,31(3):350-359
12赵丽,李丽霞,周舒冬,等.潜在剖面分析和系统聚类法比较的模拟研究.广东药学院学报,2013,29(2):206-209
13张京玲.藏、壮少数民族大学生文化认同态度与文化适应的关系研究.重庆:西南大学,2008
14 Ward C,Kennedy A.The measurement of sociocultural adaptation.International Journal of Intercultural Relations,1999,23(4):659-677
15王亚鹏.藏族大学生的民族认同、文化适应与心理疏离感.兰州:西北师范大学,2002
16托娅,夏增艳,杨京鹏,等.内地班少数民族学生文化适应策略状况的调查研究.内蒙古师范大学学报(教育科学版),2013,26(3):45-48
17严义娟.在内地学习的维吾尔族青少年的民族认同与社会适应.武汉:华中师范大学,2008
18 Lysgaad S.Adjustment in Foreign Society:Norwegian Fulbright Grantees Visiting the United States.International Social Science Bulletin,1955,7:45-51
19 Oberg K.Culturalshock:Adjustmentto new cultural environments.Practical Anthropology,1960,7(3):177-182
20 Lee RM.Do ethnic identity and other-group orientation protect against discrimination for Asian Americans.Journal of Counseling Psychology,2003,50(2):133
21 LaFromboise T,Coleman HL,Gerton J.Psychological impact of biculturalism:Evidence and theory.Psychological Bulletin,1993,114:395-412
22 Mok A,Morris M,Benet-Martínez V,et al.Embracing American culture:Structures of social identity and social networks among first-generation biculturals.Journal of Cross-Cultural Psychology,2007,(38):629-635
23李卉青.双文化认同整合对认知复杂性的影响--以我国西北地区藏族双文化者为例.兰州:西北师范大学,2015
24 Benet-Martínez V,Lee F,Leu J.Biculturalism and cognitive complexity:Expertise in cultural representations.Journal of Cross-Cultural Psychology,2006,(37):386-407