作　　者： (叶宝娟）; (方小婷）;

机构地区： 江西师范大学心理学院,南昌330022

出　　处： 《心理科学》 2017年第4期892-897,共6页

摘　　要： 为考察双文化认同整合、文化适应压力在文化智力与主观幸福感关系中的链式中介作用。采用文化智力量表、双文化认同整合量表、文化适应压力量表和幸福感指数量表对799名少数民族预科生进行调查。研究显示:(1)双文化认同整合是文化智力与少数民族预科生主观幸福感之间的中介变量;(2)文化适应压力是双文化认同整合与少数民族预科生主观幸福感之间的中介变量。因此,双文化认同整合和文化适应压力在文化智力与少数民族预科生主观幸福感之间起链式中介作用,这表明双文化认同整合和文化适应压力是影响文化智力与少数民族预科生主观幸福感之间关系的重要内因,研究结论对提高少数民族预科生主观幸福感具有重要的价值。 In recent years, the number of minority preparatory undergraduates has gradually increased. Minority preparatory undergraduates living in the dual culture have more difficulties of cultural adaptation and mental health problems（Li et al., 2014; Zhang et al., 2010）. The minority preparatory undergraduates who have cultural adaptation difficulties were easily to experience more alienation, anxiety, tension and so on. Subjective well-being has been an important area of research in positive psychology, which reflects individuals＇ affective and cognitive evaluations of their lives. Subjective well-being is an important indicator of mental health, which is closely related to the life, learning and cultural adaptation of minority preparatory undergraduates. Cultural intelligence is one of the important influence factors to minority preparatory undergraduates＇ subjective well-being （Ang et al., 2007; Ayoob et al., 2015）. Few studies have examined the mediating processes between cultural intelligence and minority preparatory undergraduates＇ subjective well-being. Mediational analyses attempt to identify the intermediary process that leads from the independent variable （e.g., cultural intelligence） to a dependent variable （e.g., minority preparatory undergraduates＇ subjective well-being）. Therefore, more attention should be paid to minority preparatory undergraduates＇ subjective well-being. It is very necessary to study the potential mechanisms of minority preparatory undergraduates＇ subjective well-being so as to design improvement programs. The present study aimed to explore the chain mediation mechanism among cultural intelligence, bicultural identity integration, acculturative stress and subjective well-being. Specifically, the present study examined whether cultural intelligence would be indirectly related to minority preparatory undergraduates＇ subjective well-being through bicultural identity integration and acculturative stress. The results could help effectively enhance subjective we

关 键 词： 文化智力 双文化认同整合 文化适应压力 主观幸福感 少数民族预科生