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内地高校边疆少数民族学生学校归属感与学校适应现状及教育对策研究——基于S省5所高校的实证分析

Research on School Belonging and Adaptation Among Ethnic Minority Students in Mainland Universities: An Empirical Analysis Based on 5 Universities in S Province

Theory and Practice of Psychological Counseling / 2026,8(1): 17-23 / 2026-01-20 18 5

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• Authors: 尹美恒
• Information:

  河北师范大学，石家庄

• Keywords:
  Mainland universities; Ethnic minority students in border regions; School belongingness; School adaptation; Empirical analysis
  内地高校; 边疆少数民族大学生; 学校归属感; 学校适应; 实证分析
• Abstract: When ethnic minority students from border regions to enroll in mainland universities, they inevitably encounter adaptation challenges as they move from familiar living and learning environments to relatively unfamiliar settings. Coupled with objective factors such as weaker academic foundations and language barriers, these students often experience psychological issues including anxiety and depression. A survey of 5 universities in S Province revealed that while students generally demonstrated strong school belongingness (above the scale median), their adaptation to campus life remained average (no statistically significant difference from the scale mean). Gender differences were not statistically significant in either school belongingness or school adaptation; however, there are varying degrees of differences in school belongingness and school adaptation among students of different grades, as well as between onlychild students and non-only-child students. In addition, a significant positive correlation is observed between school belongingness and school adaptation. The study proposes recommendations including: regular mental health screenings, standardized mental health curriculum implementation, personalized counseling services, and integration of campus-based psychological education activities. 边疆少数民族大学生从边疆地区到内地高校求学，从熟悉的学习生活环境进入相对陌生的环境，不可避免地会面临适应问题；加之学习基础相对薄弱、语言沟通存在障碍等客观因素，部分在内地高校学习生活的少数民族学生容易出现焦虑、抑郁等心理状况。本研究通过对S省5所高校的边疆少数民族学生开展调查发现：学生总体学校归属感较好，得分高于量表中值；学校适应性一般，得分与量表中值无显著差异；不同性别学生在学校归属感与学校适应性方面均无显著差异；不同年级及独生子女与非独生子女学生在学校归属感、学校适应方面存在不同程度差异。此外，学校归属感与学校适应之间呈现显著正相关。最后，本研究从心理健康状况排查常态化、心理健康课程开展规范化、心理咨询辅导个性化、校园育心活动融入化等方面，给出相应的建议和对策。
• DOI: https://doi.org/10.35534/tppc.0801003 (registering DOI)
• Cite: 尹美恒. (2026). 内地高校边疆少数民族学生学校归属感与学校适应现状及教育对策研究——基于S省5所高校的实证分析. 心理咨询理论与实践, 8(1), 17-23.