Social identity formation is crucial for psychosocial development, particularly in the case of migrating adults. A body of research exploring how social identity influences social integration among migrants shows that social identity affects social integration through a range of moderators and procedures. This study reports on a meta-analysis of 33 studies with 47 cases (total N = 33,777; Fisher’s z = 0.33, moderate effects) examining the relationship between social identity and social integration in research conducted from 2005–2020. The research findings suggest that social identity can affect social integration directly without any moderators, indicating that most of the identified moderators in the previous studies are sample-specific variables. More importantly, the effects of various aspects of identities exert similar degrees of impact (moderate effect) on social integration; in other words, the usefulness of analyzing different aspects of social identity on social integration is challenged.

Cross-border students’ academic performance draws people’s attention, whereas perceived cultural distance might influence their performance with gender difference. Based on role theory, men and women present different roles in society, and women are good at perceptual, cognitive aspects, making them more sensitive to cultural distance. Finding shows that the negative moderation role of gender existed in the relationship between cultural distance and academic performance. Particularly, female students showed lower cultural adaptation after cross-border migration, which then influenced their academic performance in universities. This study provides implication for policymakers and universities to pay more attention with additional resources to support female students’ cultural adaption.

This study aims to investigate the mediating role of meaning making in the relationship between intimacy and complicated grief among bereaved elders. A sample of 352 bereaved elders in rural China participated in the study. Both the linear and quadratic effects of meaning making illustrated a model that mediated the effect of intimacy on complicated grief. Essentially, findings revealed that only high levels of meaning making predicted low levels of complicated grief. This study thereby supplements existing research about meaning-making theory.

Most studies equate children’s mental health to a state of flourishing, which is a positive feeling and functions in their lives. Identity exploration and the satisfaction of three basic psychological needs are universal and crucial indicators of children’s flourishing. First, according to identity crisis theory, children in the pre-adolescence period begin to explore their own identities, a process which significantly affects their development and flourishing. Meanwhile, self-determination theory points out that the basic psychological needs, namely the needs for autonomy, competence, and relatedness, are essential for children’s development and flourishing in the worldwide. Accordingly, this study examined how identity exploration affects the flourishing of rural children in China, one kind of collectivism cultural contexts, with the interaction effect of identity exploration and basic psychological needs satisfaction. To understand the interaction effect of identity exploration and basic psychological needs satisfaction on rural children’s flourishing, we form a theoretical framework combining identity crisis theory and self-determination theory. Both these two theories emphasize the importance of self in facilitating mental health and the development of functioning. Specifically, identity crisis theory focuses on intrapsychic process, while self-determination theory stresses the influence of the surrounding environment on the individual, which provides a solid foundation for integrating these two theories to explore rural children’s flourishing in China. Accordingly, this study collected 520 left-behind children and 475 other rural children in Liaoning Province in Mainland of China, and used regression analysis to measure the associations among variables. This study found that identity exploration and basic psychological needs satisfaction positively affect rural children’s flourishing respectively, while their interaction effects negatively affect on their flourishing.

Background: Internal migration or cross‐border migration differs from traditional migration. The influence of academic performance on social integration among migration or cross‐border student groups has drawn attention.Method: A survey collected data from cross‐border students in Mainland China.The sample included 616 university students (bachelor's, master's, and doctoral students) coming from Hong Kong studying in Guangzhou, Guangdong Province.Results: The moderating effect of cultural distance in the relationship between academic performance and social integration was significantly negative (β = –0.081, p < 0.05). The effect of academic performance on social integration was significantly positive (β = .104, p < .05). Length of time studying in the Mainland, social status, entrance exam score (which might affect the current academic performance), and acquiescence are as the control variable in examining the role of cultural distance in the effect of academic performance on social integration. This result embodies the functionalist theory.Conclusion: The host society is the structural whole requiring the function of social integration, whereas education is the structural component fulfilling the function. When cultural distance is large, the function of education for social integration decreases. The practical implication for enhancing social integration is relieving or bridging the distance.

The nature of the effect of learning environments’ language setting on second language receptive vocabulary acquisition in both adolescent receptive vocabulary acquisition and reading comprehension performance was explored in a continuous 10-month longitudinal study. The current study divided 170 adolescents into four groups. Their reading comprehension ability and receptive vocabulary size were each measured in two different periods. The results showed that single Chinese instructional learning and single English instructional learning contributed more to students’ receptive vocabulary size than bilingual instructional language materials. The results imply that the immersion hypothesis has more positive impact on improving second language receptive vocabulary size acquisition and reading comprehension performance than the depth of processing hypothesis.