Personal and Ethnic Identity in Students: a Cross-Cultural Comparison

Bokhan, Tatiana G.; Шабаловская, М. В.; Бородич, Ю. В.; Владимировна, Терехина Ольга; Ульянич, А. Л.

doi:10.21603/2078-8975-2019-21-4-962-973

Cited by 3 publications

(1 citation statement)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Furthermore, the significant relationship between cultural adoption and personal development is concurrent with Bokhan et al (2019) study, which explored a strong sense of personal and ethnic identity among culturally adopted students, enhancing the relationship between cultural adoption and personal development.…”

Section: Discussionmentioning

confidence: 97%

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

Azram,

Hong,

Ahmad

et al. 2024

Euro J of Education

View full text Add to dashboard Cite

In recent decades, the number of international students in China has significantly increased. This swift growth of international students has raised concerns about the capacity of Chinese universities to meet international students' academic expectations. Since the quality of higher education is frequently measured by student learning experiences, this article explores the experiences of international students in China. It examines the relationship among diversity experiences, innovative learning environments and personal development, specifically focusing on the mediating role of cultural adoption among international students. The data collected from 304 international students from various countries studying in Shaanxi, China, through an adapted survey and structural equation modelling (SEM) were applied for analyses. This study highlights the importance of cultural adoption in the context of international education and its influence on personal development. It establishes a strong relationship among diversity experiences, innovative learning environments, cultural adoption and personal development of students. The study findings provide valuable understanding for individuals and organizations in higher education on effectively promoting cultural acceptance and enriching the development of global students.

show abstract

Section: Discussionmentioning

confidence: 97%

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

Azram,

Hong,

Ahmad

et al. 2024

Euro J of Education

View full text Add to dashboard Cite

show abstract

Identity as a Predictor of Subjective Assessment of Quality of Campus Life: Cross-Cultural Aspect

Геннадьевна

Владимировна

et al. 2021

Vestn. Kemer. gos. univ.

Self Cite

View full text Add to dashboard Cite

The research featured predictors of subjective quality of students' life in the context of international student migration. The paper focuses on the ideological and ethnic components of social identity as a key predictor of the subjective quality of life in students of different ethnicities. The subjective quality of life was studied from the point of view of its motivational, emotional, and cognitive components. The research involved foreign students of Tomsk universities that came from various African or European countries, China, India, and Russia. The social identity was defined based on two questionnaires, namely The Types of Ethnic Identity by G. U. Soldatova and S. V. Ryzhova and The Scale of Ideological Ego Identity by J. R. Adams; components of the subjective quality of life – according to The Scale of Positive and Negative Affect by D. Watson et al., The Scale of Life Satisfaction by E. Diener et al., and The Values of Happiness by B. Ford et al. The authors managed to define the factor structure of social identity, which appeared to have both ethnically-specific and universal features. All cultural groups demonstrated certain factors of social identity that can act as key predictors of ideas about happiness, as well as about emotional (dominant affect) and cognitive (assessment of life satisfaction) components of the subjective quality of life. The results can help to set goals for psychological and educational support of foreign students.

show abstract

To the Question of the Bases of Psychological Support of Education Among Foreign Students From the Position of the Anthropo-System Approach in Psychology

Bokhan¹,

Шабаловская²,

Владимировна³

2022

Pedagogical Review

View full text Add to dashboard Cite

С позиции антропо-системного подхода рассмотрены основания психологического сопровождения процесса адаптации иностранных студентов. В рамках данного подхода установлено, что психологический стресс выступает в качестве механизма саморазвития, самореализации и личностного роста человека. В связи с этим работа по адаптации иностранных студентов должна быть ориентирована на развитие конструктивных стратегий, ресурсов и умений у студентов преодолевать возникающие трудности, способов и навыков межкультурной коммуникации, а также на создание условий (внутренних и внешних) для творческой самореализации, что позволит студентам становиться более чувствительными и осознанными как по отношению к собственным изменениям, так и более сензитивными по отношению к возможностям среды. Определено, что именно такая активность, направленная как на поиск условий среды для реализации своих смыслов и ценностей, так и на ее активное преобразование, позволяет улучшать и качество жизни, и субъективное благополучие молодежи. Установлено, что основными показателями успешной адаптации и возможности самореализации иностранных студентов в поликультурном образовательном пространстве университета выступают субъективное качество жизни, позитивная этническая идентичность и толерантность. The foundations of psychological support for the adaptation process among foreign students are considered from the standpoint of the anthropo-system approach. Within the framework of this approach, it is established that psychological stress acts as a mechanism of self-development, selfrealization and personal growth of a person. In this connection, the work with the adaptation among foreign students should be focused on the development of constructive strategies, resources and skills of students to overcome emerging difficulties, methods and skills of intercultural communication, as well as on creating conditions (internal and external) for creative self-realization, which will allow students to become more sensitive and aware of their own changes, and more sensitive in relation to the capabilities of the environment. It is determined that such activity, aimed both at finding the conditions of the environment for the realization of their meanings and values, and at its active transformation, makes it possible to improve both the quality of life and the subjective well-being among young people. It is established that the main indicators of successful adaptation and the possibility of foreign students’ self-realization in the multicultural educational space of the university are subjective quality of life, positive ethnic identity and tolerance.

show abstract

Personal and Ethnic Identity in Students: a Cross-Cultural Comparison

Cited by 3 publications

References 9 publications

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

Identity as a Predictor of Subjective Assessment of Quality of Campus Life: Cross-Cultural Aspect

To the Question of the Bases of Psychological Support of Education Among Foreign Students From the Position of the Anthropo-System Approach in Psychology

Contact Info

Product

Resources

About