云南留学生文化适应、学业自我效能与专业认同相关性研究——以交通专业为例

A Study on the Correlation of International Students’ CA, ASE and PI—Case Study Majoring in Transportation

摘要: 本研究以云南省交通类专业留学生为对象，探讨其专业认同与学业自我效能感的相关性及作用机制。对42名高职与本科留学生进行问卷与半结构式访谈，采用结构方程模型、Bootstrap中介检验、多群组比较与交叉滞后追踪设计。结果显示：① 专业认同四维度(情感、价值、投入、目标)均显著正向预测学业自我效能(β = 0.68)，并进一步促进学习投入与课程绩点；② 跨文化适应稳健单向预测专业认同(β = 0.28~0.31)，中文水平 ≥ HSK4可放大该效应0.24个标准差；③ 链式中介“跨文化适应→专业认同→自我效能→学习投入→绩点”显著(β = 0.076, 95%CI [0.049, 0.105])，访谈权重使效应提高10%并新增“实训体验–认同”子路径；④ 跨专业背景仅削弱“效能→投入”段(Δβ = 0.11)，对认同环节无差异。研究提出“文化适应与专业认同”双元认同协调发展的整合干预方案，为高职院校提升留学生专业坚持与学习成果提供可测量、可落地的实务策略。

Abstract: This study targets international students majoring in transportation-related disciplines in Yunnan Province to examine the relationship and mechanisms between their major identity and academic self-efficacy. A questionnaire and semi-structured interviews were conducted to 42 vocational college and undergraduate inter-national students. Structural equation modeling, Bootstrap mediation testing, multi-group comparisons, and a cross-lagged panel design were employed. The results show: ① All four dimensions of Professional Identity (affective, value, commitment, and goal) significantly and positively predict academic self-efficacy (β = 0.68), which in turn enhances learning engagement and course GPA. ② Cross-cultural adaptation exerts a robust unidirectional effect on PI (β = 0.28~0.31), and Chinese proficiency ≥ HSK 4 amplifies this effect by 0.24 standard deviations. ③ The chain mediation “cross-cultural adaptation → PI → self-efficacy → learning engagement → GPA” is significant (β = 0.076, 95% CI [0.049, 0.105]); incorporating interview weights increases the effect by 10% and adds a sub-path “practical-training experience → identity”. ④ A cross-major background only weakens the “efficacy → engagement” link (Δβ = 0.11) without affecting the identity component. The study proposes an integrated intervention package of “Cultural Adaption + PI”, Double Identification offering vocational colleges measurable and actionable strategies to enhance international students’ persistence in their majors and academic outcomes.