新疆哈萨克族内地生跨文化压力影响因素分析

Influential factors of acculturative stress among Xinjiang Kazak students studying in inland cities of China

目的了解新疆哈萨克族内地生跨文化压力的影响因素,为制定促进新疆少数民族内地生健康成长策略提供参考。方法于2014年11月采取随机整群抽样方法抽取5所提供新疆少数民族内地生预科教育的学校,使用ASSIS中文版问卷对在校新疆哈萨克族本科预科生进行跨文化压力调查。结果共回收有效问卷298份,男生109人(36.6%),女生189人(63.4%),平均年龄为(18.9±0.8)岁;跨文化压力问卷平均分为(69.0±19.6)分;男生和女生分别为(69.7±20.2)和(68.6±19.4)分(P=0.634);农村学生为(72.2±20.9)分,高于乡镇学生的(65.0±16.5)分、县级市学生的(67.4±19.5)分和地级市学生的(63.5±15.9)分(P=0.023);来自少数民族居民为主社区的学生为(71.9±20.9)分,高于来自汉族居民为主的社区学生的(64.0±18.3)分(P=0.011);文科生为(74.3±22.2)分,高于理科生的(67.0±18.3)分(P=0.009);多重线性回归结果显示,文科生跨文化压力高于理科生(β=-5.039,P<0.05),学习困难越大(β=-5.037,P<0.01),汉语能力越差(β=-0.633,P<0.01),跨文化压力越高。结论文科生、学习困难大、汉语能力差是新疆哈萨克族内地生跨文化压力的影响因素,对制定新疆少数民族内地生健康促进措施有重要意义。

Objective To explore influential factors of acculturative stress among Xinjiang Kazak students studying in inland cities of China and to provide references for related health promotion among the students. Methods The study was conducted in November 2014. Five universities in inland cities were selected via randomized cluster sampling from the universities providing preparatory university education for minority students. All Kazak students from Xinjiang Uygur Autonomous Region （Xinjiang） in their preparatory year were recruited for a self-administered questionnaire survey with Chinese Version Acculturative Stress Scale for International Students （ASSIS）. Results Valid questionnaires were collected from 298 students （ 109136. 6% ]males and 189163.4% ]females） and the mean age of the students was 18.9±0. 8 years （18.9±0. 9 years for the males and 18.9±0. 7 years for the females）. The mean ASSIS score was 69. 0±19. 6 for all the students and there was no difference in the scores between the males and the females （ 69. 7±20. 2 vs. 68.6±19.4 ,P =0. 634）. The students from rural Xinjiang had a higher acculturative stress score （72. 2±20. 9） than those from towns （65.0±16. 5 ）, counties （ 67.4±19.5 ）, and cities （ 63.5 ±15.9 ） （ P=0. 023 ）. The students from communities with high proportion of ethnic minority residents had a higher acculturative stress score than those from communities with high proportion of Han residents （71.9±20. 9 vs. 64. 0 ±18.3 ,P =0. 011 ）. The students majoring in art had a higher acculturative stress score than the students majoring in science （74. 3 ±22.2 vs. 67.0 ±18.3, P = 0. 009）. The results of multiple linear regression demonstrated that the students majoring in art were more likely to have relatively high acculturative stress than students majoring in science （β = -5.039, P 〈 0. 05 ） and the students with higher level of learning difficulty （β= -5.037, P 〈 0. 01 ） and worse Mandarin deficiency （β= -0. 633, P 〈 0.01 ） tended to have higher acculmrative stress than other students. Conclusion Majoring in art, with learning difficulty and Mandarin deficiency are risk factors of acculturative stress among Xinjiang Kazak students studying in inland cities and the factors should be concerned in health promotion programs targeted at the students.