China government sends students from ethnic regions to study in the eastern developed regions. However, few studies have focused on whether students from ethnic regions can adapt to new cultural environments. This study aimed to investigate the mediating roles of teacher support and peer relations on the relationship between cultural intelligence and internalizing problems among ethnic minority students in China. A three-wave lagged study was conducted from October 2023 to April 2024. 520 ethnic minority students were recruited. This study found that cultural intelligence was positively correlated with teacher support and peer relations, and negatively correlated with internalizing problems. Teacher support was positively correlated with peer relations and negatively correlated with internalizing problems. Peer relations was negatively correlated with internalizing problems. Teacher support and peer relations played parallel mediating roles in the relationship between cultural intelligence and internalizing problems. Cultural intelligence, as an individual internal asset, was not only negatively associated with internalizing problems of ethnic minority students, but also helped them to establish good interpersonal relationships with teachers and peer. Teacher support and positive peer relations as external assets were both protective factors for internalizing problems among ethnic minority students.
Hong et al. (Fri,) studied this question.