The relationship between perceived discrimination and Chinese migrant children's school adjustment: A moderated mediation model of identity conflict and grit

Abstract

Research has revealed that perceived discrimination may be a risk factor against school adjustment among Chinese migrant children. However, few studies have examined the underlying mechanisms that may mediate or moderate this association. To fill this gap, this study examined the mediating role of identity conflict and moderating role of grit in the association between perceived discrimination and school adjustment. A sample of 732 Chinese migrant children completed measures of perceived discrimination, school adjustment, identity conflict, and grit. Results showed that identity conflict mediated the relationship between perceived discrimination and school adjustment among Chinese migrant children. Moreover, this mediating effect of identity conflict between perceived discrimination and school adjustment was moderated by grit, with the effect being weaker for Chinese migrant children with higher grit. These findings illuminate the underlying influence of identity conflict and grit in the link between perceived discrimination and school adjustment of Chinese migrant children. Limitations and implications of this study were discussed.