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| Undergraduate's school identity and psychological adjustment: mediating role of collective self-esteem |
| TIAN Chunyan, LI Dan, FAN Yizhi, ZHAO Yue |
| Department of Psychology, College of Education, Shanghai Normal University, Shanghai 200234, China |
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Abstract Objective To explore the relationship between undergraduates' school identity and psychological adjustment and mediating effect of collective self-esteem. Methods A new undergraduate school identity questionnaire was compiled. Confirmatory factor analysis showed that the questionnaire structure was relatively fitting good. The school identity questionnaire and other self-report questionnaires were used to investigate school identity, collective self-esteem, depression, anxiety, subjective well-being, and their interrelations. Participants consisted of 443 college students in Shanghai. Results ① School identity, collective self-esteem, and subjective well-being of students from college first-grade were higher than those from college second-grade, and students from college first-grade were less anxious and depressive than those from college second-grade. Particularly, boys from college second-grade were more anxious than girls from college second-grade. ② Collective self-esteem played a partial mediating role between school identity and subjective well-being, and school identity and depression. The mediating effects were 54.54% and 58.24%, respectively. Collective self-esteem played a fully mediating role in relationship between school identity and anxiety. Conclusion Undergraduates' school identity not only shows direct impact on their psychological adjustment, but also has indirect impact through collective self-esteem. Undergraduates' school identity has great influence on their psychological adjustment and group self-esteem plays a unique role between school identification and psychological adaptation.
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