Impacts of Bicultural Identity Integration (BII) level on Bicultural Students' Academic Performance and Mental Health Wellness
The current study examines the relationship between bicultural identity integration (BII) and bicultural students’ academic performance and mental health. A sample of 86 bicultural students (26 males, 60 females; Mean age = 20.4, SD age = 4.18) was randomly selected from the PSY100 student pool at the University of Toronto. Participants completed a self-report survey, and data were analyzed using simple linear regression. Results suggest a negative correlation between BII and depression severity but no significant correlations between BII and anxiety severity or academic performance. The findings illustrate the positive influences of Bicultural identity integration on the general well-being of bicultural students, and have significant implications for policy revisions and student support services targeting bicultural students on campus.
