When the global outbreak of new coronary pneumonia broke out in 2020, online public opinion events triggered by cultural differences among overseas students had come into the public view. To further explore the relationship between the cultural alienation of overseas students and their own happiness, this study takes visualization and analysis of positive, negative sentiment analysis of Weibo netizens’ comment data in the “Xu Kexin Incident” as the starting point, on the basis of introducing cultural alienation, stress relief methods, and cultural intelligence, combining gender and social ability, social relations and other individual attributes, designed a questionnaire to investigate 502 overseas students, through the construction and analysis of the adjusted Cox risk ratio intermediary model, comprehensive single factor interference and multi-factor cross-over comprehensive analysis. The results show that the cultural alienation of overseas students has a significant effect on their own well-being. The study concluded as follows: (1) Netizens hold polarized views on the three dimensions of overseas students’ mask, safety, and culture; (2) Stress relief methods play an intermediary role between cultural alienation and the happiness of overseas students, among which Negative stress relief methods play a greater role; (3) The level of cultural intelligence regulates the intermediary process of stress relief methods. The higher the level of cultural intelligence, the stronger the regulatory effect.
With the increasing frequency of international exchanges and the widespread popularity of the Internet, in recent years, the demand for overseas education by students from various countries has increased year by year, and Asia has become one of the world’s most important export outlets for foreign students. According to the latest US immigration and customs enforcement report on foreign students, there were as many as 1.52 million foreign students in 2019. As the largest source of foreign students, the study abroad market is still expanding. Behind the continued increase in the phenomenon of “study abroad fever,” due to the huge cultural differences in different countries, the number of birthdays with negative sentiments for studying abroad has increased. In particular, the recently heated incident of “overseas students Wearing Masks Attacked” led to the impact of mainstream culture. The impact of the derived cultural alienation on the happiness of overseas students is worthy of our deep consideration.
At present, there have been many research results on happiness and cultural alienation. Among them, happiness was an important aspect to measure the level of individual mental health [
Throughout the scholars’ research on happiness and cultural alienation, it could be found that the related research on cultural alienation and happiness has set off an upsurge in recent years, which is in line with the current social development trend. With the continuous increase in the demand and number of studying abroad in recent years, regional cultural differences due to the historical and cultural accumulation of various countries, has increasingly become an important factor in their mental health problems due to cultural differences in different countries. To resolve cultural differences with regional characteristics, in-depth exploration of the factors and mechanisms affecting the happiness of overseas students in a cross-cultural context can not only open up new research perspectives for the research in the field of cultural identity, but also provide support for the wide application of psychology. It has important theories and Realistic meaning.
The influence of culture on well-being originated from the research of social psychologists. For the first time, foreign scholars have proposed the “The Mediator Moderator Model” based on the research between personality, culture and well-being, thinking that culture will influence people’s subjective well-being by shaping and restricting individual behaviors [
First of all, does the method of stress relief play an intermediary role between the sense of cultural alienation and the well-being of students studying? Stress is an inevitable life proposition of human social life. In order to eliminate this negative state of mind and body reaction, individuals will adopt certain ways to relieve stress [
H1: Stress relief methods play an intermediary role in the relationship between cultural alienation and the happiness of students studying.
Second, does cultural intelligence play a role in regulating the sense of cultural alienation and the happiness of students studying? Cultural intelligence referred to the ability of individuals to perform correctly and reason in different cultural backgrounds [
H2: Cultural intelligence regulates the relationship between cultural alienation and the well-being of overseas students, and is regulated through the intermediary process.
This article focuses on the positive and negative sentiments of netizens towards overseas students, and uses the recent “overseas students Wearing Masks Attacked” incident of overseas students as an entry point. According to the Baidu Information Index, the Python crawler tool is used to grab the relevant comment data of netizens on the Weibo platform. This conducts sentiment analysis, combined with the netizens’ concerns about current overseas students and their sentiment orientation, puts forward research questions and determines the research direction.
502 of the 502 overseas students (average age of 20.28 years old) among the top 10 overseas universities in the number of overseas students were selected as the survey object. Among them, there were 262 boys and 240 girls; 101 freshmen, 98 sophomores, 103 juniors, 97 seniors, and 103 graduate students. During the investigation, the research subjects were randomly selected (some were real-time statistics through telephone consultation, and some were filled out after being distributed by E-mail through friend introduction), which ensured the balance of the subjects.
In order to study the effect of cultural alienation on the well-being of overseas students, we designed a questionnaire (this questionnaire has been designed since the beginning of 2020) to measure the pressure relief methods of representative samples and the level of cultural intelligence on culture. The influence of the relationship between alienation and happiness. The survey used four variables: cultural alienation, well-being, cultural intelligence, and stress relief methods, and took into account individual attributes such as gender, social ability, and social relationships to measure the overseas students from different cities and ages. The interrelationship is shown in
Variable | The mean | The standard deviation |
---|---|---|
Whether it affects happiness or not (yes = 1; No = 2) | 1.24 | 430. |
1.86 | 571. | |
1.29 | 571. | |
1.78 | 953. | |
Gender (male = 1; Women = 2; X = 3) | 1.59 | 491. |
Social skills (good = 1; Good = 2; Poor = 3) | 1.94 | 652. |
Social relationships (single = 1; In love = 2; X = 3) | 1.49 | 539. |
1. Data collection. This article starts with the “overseas students Wearing Masks Attacked” incident, after analyzing the Baidu search index, using Python web crawler technology to crawl the comments of Weibo users on the event from March 23 to April 2, and obtained a total of 11650 reviews.
2. Data preprocessing. The user comment information obtained in the previous step has some abbreviated words, popular words, deformed words and other non-standard terms, which often adversely affect the sentiment analysis of netizens. To this end, this article uses Jieba to segment the comment text, remove stop words, and then call the Pandas module in Python to clean and filter the data to standardize the text. The relevant code is shown in
3. Visual analysis. By calling Baidu’s Word cloud module through Python, a word cloud image is generated, and the keywords that appear more frequently in the text data are visualized (as shown in
#Call sklearn’s TfidfVectorizer function |
The assessment of stress relief methods and cultural intelligence of overseas students is based on how and when cultural alienation affects happiness. In order to assess whether the stress relief method mediates the relationship between cultural alienation and the well-being of overseas students, and also considers the influence of force majeure factors such as gender, social relations, and familiarity on the intermediary process, we used Cox single-factor proportional risk model.
In this process, this study takes the mediating effect of stress relief as the survival state of happiness for overseas students, and uses Logistic transformation to generalize the function expression of the discontinuous survival time situation to the discrete situation. By constructing a Cox single-factor proportional risk model to estimate whether the stress relief method mediates the relationship between cultural alienation and the well-being of overseas students, as shown in
Among them
Through the analysis of single factors, it is found that the way of stress relief plays an intermediary role between cultural alienation and happiness of overseas students. The cross-effect of individual attributes such as ability and social relationship on the adjustment effect of cultural intelligence, this study introduces the cox two-factor proportional risk model:
(1) Extract keywords. This article mainly uses the TF-IDF algorithm to extract the subject words, calculate the feature values of each sentiment unit, and then use the Pandas module in Python to sort it. The top subject is the representative subject word. On this basis, the number of subject words is selected according to the size of the text and the amount of information it contains, so that it can fully express the text information without being excessively redundant.
(2) Emotional tendency analysis. Based on Python, Baidu AIP is used to analyze the sentiment polarity of comments. On this basis, the TfidfVectorizer function in the Sklearn machine learning module is used to convert the original text into a similar matrix, and then the sentiment similarity is calculated to obtain the sentiment distribution statistics table. According to
Emotional type | Number (strip) | Proportion (%) |
---|---|---|
Positive emotions | 1899 | 16.30 |
Negative emotions | 9577 | 82.21 |
Neutral emotional | 174 | 1.49 |
It can be seen from
The dimension | Total numberof comments | Positive comments | Neutral comments | Negative comments | Positive proportion | Neutral accounted for | Negative proportion |
---|---|---|---|---|---|---|---|
culture | 4563 | 352 | 102 | 4109 | 7.72 | 2.23 | 90.05 |
Human rights | 3716 | 187 | 76 | 3457 | 5.03 | 1.94 | 93.03 |
race | 2960 | 41 | 96 | 2823 | 1.39 | 3.24 | 95.37 |
safety | 1628 | 252 | 0 | 1376 | 15.48 | 0 | 84.52 |
mask | 1097 | 182 | 0 | 915 | 16.59 | 0 | 83.41 |
Overseas students | 951 | 130 | 0 | 821 | 13.67 | 0 | 86.33 |
To sum up, in recent years, the phenomenon of “study abroad fever” once heated up, and it will once again push the overseas students to the top of the waves and become a hotly debated group of overseas students. At the same time, under the environment of long-term separation from matrilineal culture, and overseas students have received the impact of foreign mainstream culture, the phenomenon of alienation from traditional culture is quite serious, and their own well-being is also affected to a certain extent. Therefore, it is scientific and feasible to select overseas students studying as the subjects to analyze cultural alienation and happiness.
After pre-processing the collected data, SPSS24 was used to perform a regulated single-factor model fitting. During the fitting process, each classification covariate that affected the happiness of overseas students was marked as an indicator, and each classification. The last variable is used as the reference object. The fitting goodness and robustness of the model, as well as the cultural alienation, stress relief methods and cultural intelligence level coefficients of the overseas students are summarized as shown in
Minus 2 logarithmic likelihood | Overall (score) | Change from the previous step | Change from the previous block | ||||||
---|---|---|---|---|---|---|---|---|---|
chi-square | Degrees of freedom | significant | chi-square | Degrees of freedom | significant | chi-square | Degrees of freedom | significant | |
2206.959 | 311.633 | 13 | 0.000 | 318.088 | 13 | 0.000 | 318.088 | 13 | 0.000 |
Note: A. Start block 1. Method = input
From the significance level in the comprehensive test table, it can be seen that the overall test of the influencing factors of overseas students’ well-being set by this model is significant (P = 0.000), that is, the overall regression coefficient of at least one independent variable is not 0. Therefore, we will further expand the analysis of each regression coefficient in the model.
CI 95.0% |
||||||
---|---|---|---|---|---|---|
The lower limit | ceiling | |||||
X1sense of |
0.000 | |||||
The strong | 0.976 | 0.260 | 0.000 | 2.654 | 1.594 | 4.420 |
The lower | 0.338 | 0.232 | 0.001 | 1.402 | 0.890 | 2.207 |
X2 gender | 0.369 | 0.141 | 0.004 | 1.446 | 1.097 | 1.905 |
X3 social relations | 0.129 | |||||
single | 0.860 | 0.441 | 0.051 | 2.363 | 0.996 | 5.609 |
Fall in love | 0.745 | 0.441 | 0.091 | 2.107 | 0.887 | 5.005 |
X4 social skills | 0.558 | |||||
Very good | −0.469 | 0.342 | 0.170 | 0.626 | 0.320 | 1.223 |
poor | −0.333 | 0.325 | 0.305 | 0.717 | 0.379 | 1.355 |
CI 95.0% |
||||||
---|---|---|---|---|---|---|
The lower limit | ceiling | |||||
Y1 gender | 0.310 | 0.141 | 0.028 | 1.364 | 1.034 | 1.799 |
Y2 social |
0.490 | |||||
single | 0.477 | 0.415 | 0.251 | 1.611 | 0.714 | 3.637 |
Fall in love | 0.407 | 0.418 | 0.330 | 1.502 | 0.663 | 3.406 |
Y3 social |
0.970 | |||||
Very good | −0.052 | 0.322 | 0.871 | 0.949 | 0.505 | 1.784 |
poor | −0.112 | 0.308 | 0.715 | 0.894 | 0.489 | 1.634 |
Y4 pressure |
−0.016 | 0.160 | 0.002 | 0.984 | 0.720 | 1.347 |
CI 95.0% |
||||||
---|---|---|---|---|---|---|
The lower limit | ceiling | |||||
Z1 gender | 0.270 | .143 | 0.060 | 1.309 | 0.989 | 1.734 |
Z2 social relations | 0.509 | |||||
single | 0.439 | 0.407 | 0.280 | 1.552 | 0.699 | 3.444 |
Fall in love | 0.364 | 0.412 | 0.378 | 1.439 | 0.641 | 3.229 |
Z3 social skills | 0.971 | |||||
Very good | −0.058 | 0.320 | 0.856 | 0.944 | 0.504 | 1.767 |
poor | −0.116 | 0.306 | 0.705 | 0.891 | 0.489 | 1.621 |
Z4 level of cultural |
0.180 | 0.114 | 0.001 | 1.197 | 0.957 | 1.498 |
From the estimated results of regression coefficients in
At the same time, the level of cultural alienation among female students is 1.446 times that of males. Single students may have a 12.1% higher risk of cultural alienation than students in love. overseas students with poor social skills are better than overseas students with good social skills. The risk of cultural alienation is 14.5% higher. The reason may be that overseas students who are in love or have strong social skills have a low probability of deriving negative emotions such as loneliness and loss due to cultural alienation due to colorful social activities. Single students have a higher risk of deriving negative emotions. It is more likely to produce a sense of cultural alienation.
According to the results in
Comparing the data in
Through the calculation of SPSS, the following results are obtained, as shown in
CI 95.0% |
||||||
---|---|---|---|---|---|---|
The lower limit | ceiling | |||||
Ways to relieve stress * cultural alienation | ||||||
Positive * strong | 0.621 | 0.364 | 0.088 | 1.861 | 0.911 | 3.802 |
Negative * is stronger | 0.849 | 0.406 | 0.036 | 2.338 | 1.056 | 5.176 |
Ways to relieve stress * level of cultural intelligence | ||||||
Positive * higher | 0.902 | 1.068 | 0.398 | 2.464 | 0.304 | 19.969 |
Negative * higher | 0.705 | 1.045 | 0.500 | 2.024 | 0.261 | 15.689 |
Positive * low | 0.120 | 1.126 | 0.915 | 1.128 | 0.124 | 10.245 |
Negative * lower | 0.028 | 1.130 | 0.980 | 1.028 | 0.112 | 9.420 |
Level of cultural intelligence * social relations | ||||||
Higher * is good | 0.559 | 1.394 | 0.688 | 1.749 | 0.114 | 26.864 |
Lower * is good | −0.971 | 1.252 | 0.438 | 0.379 | 0.033 | 4.408 |
Higher * worse | −0.442 | 1.427 | 0.757 | 0.643 | 0.039 | 10.548 |
Lower * worse | −2.041 | 1.283 | 0.112 | 0.130 | 0.011 | 1.605 |
Level of cultural intelligence * social skills | ||||||
Higher * is good | −.133 | 2.120 | 0.950 | 0.875 | 0.014 | 55.783 |
Lower * is good | 1.192 | 2.346 | 0.611 | 3.295 | .033 | 327.480 |
Higher * worse | .539 | 2.019 | 0.789 | 1.715 | .033 | 89.640 |
Lower * worse | 2.535 | 2.252 | 0.260 | 12.611 | .153 | 1041.670 |
Gender * level of cultural intelligence | ||||||
Males * higher | −2.049 | 1.236 | 0.097 | 0.129 | 0.011 | 1.451 |
Female * higher | −1.226 | 1.233 | 0.320 | 0.293 | 0.026 | 3.285 |
Males * lower | −1.197 | 1.368 | 0.382 | 0.302 | 0.021 | 4.412 |
Women * lower | −.637 | 1.372 | 0.642 | 0.529 | 0.036 | 7.775 |
From the results of the binary analysis, it can be seen that the level of cultural intelligence has a significant effect on the mediating process of stress relief methods. Among them, the higher and lower level of cultural intelligence affects 96.9% of the risk of negative stress relief methods, while the higher and lower level of cultural intelligence affects 118.4% of the risk of positive stress relief methods. In addition, under the adjustment effect of cultural intelligence level, the negative stress relief method affects the risk of overseas students with a strong sense of cultural alienation by 25.6% than the positive stress relief method.
At the same time, the three quantitative variables of social relationship, social ability and gender selected in this study have certain inevitable influence on the adjustment effect of cultural intelligence level. Among them, the better and poorer social relations have a higher risk of affecting the adjustment effect of higher cultural intelligence level by 172%, and the risk of affecting the adjustment effect of lower cultural intelligence level is 192% higher. The risk of a better and poorer social ability affecting the adjustment effect of higher cultural intelligence level is 176% higher, and the risk of affecting the adjustment effect of lower cultural intelligence level is 283% lower. Women’s risk of regulating effect on higher cultural intelligence level is 127% higher than men’s, and its risk on regulating effect of lower cultural intelligence level is 68.1% higher. It can be seen that the individual characteristics of overseas students also have an important influence on the adjustment effect of cultural intelligence. In view of this, this study believes that under the cross influence of social relations, social abilities and gender, etc. under the individual attributes of overseas students, the level of cultural intelligence adjusts the pressure The intermediary process of unraveling, and a higher level of cultural intelligence has a stronger regulatory effect. Therefore, Hypothesis 2 proposed in this study holds.
This study uses the recent “International Students Wearing Masks Attacked” incident of overseas students as an entry point, determines the research group based on sentiment analysis. On this basis, a Cox proportional hazards intermediary model with a regulatory effect is constructed. Through the combination of single factors and multiple factors, the mediating effect of cultural alienation on the happiness of overseas students is analyzed. The conclusions are as follows:
From the perspective of external influences, netizens hold polarized views on the three dimensions of the thinking, contribution and culture of overseas students. The negative emotions in three dimensions are higher than the positive emotions. That is to say, through emotion analysis, we find most people think that the current overseas students are in a multicultural cross background. In the process of contact, integration and adaptation of other cultures that are different from the mother culture, it is easy to produce a sense of alienation, disharmony, etc. That is, cultural alienation will indirectly affect the overseas students’ own well-being.
In terms of internal characteristics, first of all, the cultural alienation of overseas students has a significant impact on their own happiness, and the overseas students with stronger cultural alienation have a more significant impact on their own happiness. Among them, overseas students who have the individual attributes of female, single, and poor social skills are more likely to develop a sense of cultural alienation. Therefore, female, single, and poorly studied overseas students should be the focus of attention and actively reduce their cultural alienation level.
Secondly, stress relief methods play an intermediary role between cultural alienation and the happiness of overseas students, and negative stress relief methods have a more significant effect on the self-sufficiency of overseas students. To this end, overseas students should be encouraged to adopt more positive pressure relief methods. Combined with the inherent attributes of overseas students, the degree of well-being of different genders, is most significantly affected by the choice of stress relief methods, followed by social relationship attributes.
At the same time, the level of cultural intelligence further regulates the intermediary process of stress relief methods, and the higher the level of cultural intelligence, the stronger the regulatory effect. In addition, different individual attributes have a profound influence on the regulation of cultural intelligence. Among them, the better the social relationship and social ability, the greater the influence on the adjustment of cultural intelligence, and the degree of influence of women on the adjustment of cultural intelligence, is generally higher than that of men. To this end, we should actively improve the cultural intelligence of overseas students , and focus on women and overseas students with strong social skills.
In summary, the three individual attributes of social relationship, social ability and gender introduced in this study, have a significant impact on the intermediary process and regulatory effect, which assists this study from the internal and external factors, deeply analysis of the influence between cultural alienation and happiness overseas students. However, this study does not consider the embedded impact of native American culture on the happiness of overseas students. Based on the the limited amount of data, further enrichment and improvement are needed. In the future, we hope to obtain more representative data by enriching the sample of international students, diversifying the countries studying abroad, and based on deep machine learning, to compare and explore the influence of overseas mainstream culture and matrilineal culture on international students, so that explore the happiness of international students. Potential influencing factors.
The authors would like to thank the support of the Hebei Natural Science Foundation of China (G2019203532), and the Program for Youth Talents by Department of Education in Hebei Province (BJ2017082) and later funded project of Ministry of Education Humanities and social sciences research project (17JHQ026). The authors are also thankful for the support by the Program for Talents of Third Level and Program for Youth Talents in Hebei Province.