Abstract:

The university stage is the important turning point of the psychological development of minority college students in Han district colleges. Therefore, the adaptation of minority college students in Han district colleges to this stage not only directly influence their current physical and mental development, but also influence their subsequent development (Glass, Gómez, & Urzua, 2014; Mattei, 2014; Perera & McIlveen, 2014; Torres & De la Cruzb, 2015). Previous researchers found that college adaptation among minority college students in Han district colleges was worse than college adaptation among common college students (Lu, 2007; Meng, 2014; Zhou, 2014). It is very necessary to study factors and the potential mechanisms that influence college adaptation among minority college students in Han district colleges in order to improve their college adaptation. The present study aimed to explore the moderated mediation among stress, coping style, cultural intelligence and college adaptation among minority college students in Han district colleges. A sample of 779 minority college students in Han district colleges of 8 college (416 boys and 363 girls, Mage=20.21±.88) was recruited in the study to complete self-report questionnaires. The self-report questionnaires used in this study included sense of stress scale, coping style scale, cultural intelligence questionnaire and college adaptation questionnaire． The results indicated that: (1) stress was a risk factor of college adaptation among minority college students in Han district colleges; (2) coping style mediated the effect of stress on college adaptation among minority college students in Han district colleges. Stress not only directly influence college adaptation among minority college students in Han district colleges, but also through influence positive coping style and negative coping style, ultimately influence college adaptation among minority college students in Han district colleges; (3) cultural intelligence moderated this mediation effect of coping style. Cultural intelligence not only moderated the relationship between stress and coping style, but also moderated the relationship between stress and college adaptation among minority college students in Han district colleges. For minority college students in Han district colleges with high levels of cultural intelligence, with the increase of stress, minority college students' negative coping style and college adaptation had no obviously ascending trend (β= –.03, t = –.65, p > .05; β= –.05, t = –.54, p > .05), and minority college students' positive coping style had descending trend (β= –.14, t = –3.07, p <.01)．For minority college students in Han district colleges with low levels of cultural intelligence, with the increase of stress, minority college students' positive coping style and college adaptation had obviously descending trend (β= –.30, t = –6.24, p < .001; β= –.53, t =–5.38, p < .001), and minority college students' negative coping style had ascending trend (β= .23, t = –4.71, p <.001). The effect of stress on college adaptation among minority college students in Han district colleges was moderating mediating effect.

摘要：

在压力反应一般模式、应对交互作用模式、生态系统理论、风险缓冲模型和压力缓冲假说模型基础上构建了一个有调节的中介模型，探讨了压力、应对方式、文化智力和汉区高校少数民族大学生学校适应之间关系。采用了压力量表、应对方式问卷、文化智力量表和学校适应问卷对779名汉区高校少数民族大学生进行调查，结果显示：（1）压力影响汉区高校少数民族大学生学校适应；（2）应对方式部分中介了压力与汉区高校少数民族大学生学校适应间的关系；（3）文化智力调节了压力通过应对方式影响汉区高校少数民族大学生学校适应这一中介过程的前半路径和直接路径。研究结论对提高汉区高校少数民族大学生学校适应有重要的参考价值。