Open Access

ARTICLE

Relationship between Interaction Anxiousness, Academic Resilience, Cultural Intelligence and Ego-Identity among Chinese Vocational Pathway University Students: A Conditional Process Analysis Model

by Wenxin Chen^1,#, Jie Wu^1,2,#, Long Li^3,*, Shiyong Wu^4,*

1 School of Education, South China Normal University, Guangzhou, 510631, China
2 Office of Humanities and Social Sciences, South China Normal University, Guangzhou, 510631, China
3 School of Information Technology of Education, South China Normal University, Guangzhou, 510631, China
4 South China Vocational Education Research Centre, South China Normal University, Guangzhou, 510631, China

* Corresponding Authors: Long Li. Email: ; Shiyong Wu. Email:
# These authors contributed equally to this work

(This article belongs to the Special Issue: Psychological Therapy in Education Contexts: Focusing on Teachers’ and Students’ Mental Health based on Cognitive, Emotional, Social, and Behavioral Factors)

International Journal of Mental Health Promotion 2023, 25(8), 949-959. https://doi.org/10.32604/ijmhp.2023.030072

Received 21 March 2023; Accepted 18 April 2023; Issue published 06 July 2023

Abstract

Background: University students’ ego-identity, an essential component of their psychological development and mental health, has widely attracted the attention of policymakers, schools, and parents. Method: A total of 298 Chinese vocational pathway undergraduates were recruited, and a conditional process analysis model was adopted to explore the interaction mechanism of ego-identity. Results: The results suggest that the ego-identity of Chinese vocational pathway undergraduates is significantly affected by interaction anxiousness, academic resilience, and cultural intelligence. (1) Interaction anxiousness significantly and positively predicts ego-identity. (2) Academic resilience positively and partially mediates the effect of interaction anxiousness on ego-identity. (3) Cultural intelligence significantly and positively moderates the relationship between interaction anxiousness and ego-identity. However, a similar moderating effect was not found between interaction anxiousness and academic resilience. (4) As cultural intelligence increases, the negative influence of interaction anxiousness on ego-identity gradually diminishes, whatever the cultural intelligence level. Conclusions: Interaction anxiousness, academic resilience, and cultural intelligence are essential determinants of ego-identity among Chinese vocational pathway undergraduates. Strategic interventions should be utilized to enhance their abilities to alleviate interpersonal tensions, promote their resilience in facing academic difficulties, cope with diverse cultures, and boost their sense of self-confirmation.

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Keywords

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