Psychological Exploration of Student Identity Recognition and Academic Adaptation in a Multicultural Context

College of Fisheries, Huazhong Agricultural University, Wuhan, China

^* Corresponding author: yesh12306@163.com

Abstract

In the context of multiculturalism, students’ identity recognition and academic adaptation have become hot topics in psychological research. This article aims to explore the psychological mechanisms behind this phenomenon and the impact of different cultural backgrounds on students’ psychological development and academic performance. A multicultural environment provides students with a diverse learning and living space, but at the same time, it also brings about confusion and conflict in identity recognition. Students may struggle between self-identity and social expectations, which can affect their mental health and academic adaptation. The construction of identity is a complex and ever-changing process, influenced by various factors such as family, peers, education, and social culture. Students in a multicultural environment need to find their own positioning in different cultural values, which is of great significance for their psychological adaptation and social integration. In terms of academic adaptation, students from multicultural backgrounds also face significant challenges. Language barriers, cultural differences, and differences in educational systems can all become obstacles to academic adaptation. How to effectively support these students, help them overcome obstacles, and improve academic performance is the focus of attention for educators and psychologists. Research has shown that support systems in schools and society, inclusive education strategies, and positive awareness and understanding of multicultural backgrounds are crucial for promoting students’ mental health and academic success.