Development of urban adaptation and social identity of migrant children in China: A longitudinal study

Abstract

This study was a longitudinal investigation of the development pattern of urban adaptation, social identity and their dynamic relationship among migrant children within two different types of school settings in China. Six hundred eighty migrant children participated in two assessments over a period of one year. Migrant children in both types of school settings showed better psychological adaptation in the follow-up, but only migrant children in public school improved in sociocultural adaptation. Identification with the culture of origin declined among migrant children in public school and increased among children in migrant children school, while identification with the host culture was inversely affected. The strength of association between urban adaptation and social identity did not differ between the two types of school settings. Identification with the host culture positively predicted subsequent sociocultural and psychological adaptation; however, only sociocultural adaptation positively predicted subsequent identification with the host culture.