Author Description

This dissertation, "Educational Experiences of Chinese Migrant Children: the Role of Acculturation, Social Support and Psychological Mediators" by Lue, Fang,, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: China''s internal migration, as characterized by massive human mobility from rural to urban regions, offers an unparalleled scientific opportunity to study the impact of migration processes on children''s developmental outcomes. This dissertation explores the educational experiences of Chinese migrant children. Three interrelated studies were conducted to investigate the extent to which social support, acculturation, and psychological variables are related to Chinese migrant children''s school wellbeing. Study One developed an acculturation scale for Chinese migrant children, based on an acculturation model involving integration, assimilation, separation, and marginalization (Berry, 2003). Thirty-two items were created to tap into behavioral, psychological and social domains of migrant children''s acculturation processes. The validity of the scale was established through the exploratory and confirmatory factor analyses. Results indicated that the Acculturation Scale for Chinese Migrant Children is a viable instrument for future investigation of acculturation orientations among migrant sample in China. Study Two investigated the mechanisms and conditions under which social support from family, teachers and peers exert influence on academic achievement of Chinese migrant children. Drawing upon the data from 2491 migrant children attending 15 elementary and middle schools, results from structural