Ảnh hưởng của tiếp xúc trực tuyến và trực tiếp đến vốn xã hội của sinh viên quốc tế Trung Quốc trong các mạng lưới liên văn hóa: thử nghiệm sự điều chỉnh của tiếp xúc trực tiếp và sự trung gian của năng lực toàn cầu

Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park: Sage. Allport, G. W. (1954). The nature of prejudice. Reading: Addison Wesley. Ang, C. S. (2017). Internet habit strength and online communication: Exploring gender differences. Computers in Human Behavior, 66, 1–6. Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74–94. Bandalos, D. L., & Finney, S. J. (2001). Item parceling issues in structural equation modeling. In G. A. Marcoulides & R. E. Schumacker (Eds.), New developments and techniques in structural equation modeling (pp. 269–296). Mahwah: Lawrence Erlbaum Associates, Inc.. Bonetti, L., Campbell, M. A., & Gilmore, L. (2010). The relationship of loneliness and social anxiety with children’s and adolescents’ online communication. Cyberpsychology, Behavior and Social Networking, 13(3), 279–285. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood. Byrne, B. (2010). Structural equation modeling with AMOS. Basic concepts, applications, and programming. New York: Routledge. Cao, C., Zhu, D. C., & Meng, Q. (2016). An exploratory study of inter-relationships of acculturative stressors among Chinese students from six European Union (EU) countries. International Journal of Intercultural Relations, 55, 8–19. Cao, C., Zhu, C., & Meng, Q. (2017). Predicting Chinese international students’ acculturation strategies from socio-demographic variables and social ties. Asian Journal of Social Psychology, 20(2), 85–96. Cao, C., Zhu, C., & Meng, Q. (2018). Chinese international students’ coping strategies, social support resources in response to academic stressors: Does heritage culture or host context matter? Current Psychology. https://doi.org/10.1007/s12144-018-9929-0. Cheung, G. W., & Lau, R. S. (2007). Testing mediation and suppression effects of latent variables: Bootstrapping with structural equation models. Organizational Research Methods, 11, 296–325. Chi, R., & Suthers, D. (2015). Assessing intercultural communication competence as a relational construct using social network analysis. International Journal of Intercultural Relations, 48, 108–119. Chin, W. W. (1998). The partial least squares approach to structural equation modeling. In G. A. Marcoulides (Ed.), Modern methods for business research (pp. 295–336). Mahwah: Lawrence Erlbaum Associates. Christ, O., Hewstone, M., Tausch, N., Wagner, U., Voci, A., Hughes, J., & Cairns, E. (2010). Direct contact as a moderator of extended contact effects: Cross-sectional and longitudinal impact on outgroup attitudes, behavioral intentions, and attitude certainty. Personality and Social Psychology Bulletin, 36(12), 1662–1674. Cudo, A., Dobosz, M., Jarząbek-Cudo, A., & Basaj, Ł. (2016). Problematic internet use and intrapersonal and interpersonal attitudes in adolescents. Postępy Psychiatrii i Neurologii, 25(3), 159–178. Dhont, K., & Van Hiel, A. (2011). Direct contact and authoritarianism as moderators between extended contact and reduced prejudice: Lower threat and greater trust as mediators. Group Processes & Intergroup Relations, 14(2), 223–237. Ellison, N. B., Steinfield, C., & Lampe, C. (2007). The benefits of Facebook “friends:” social capital and college students’ use of online social network sites. Journal of Computer-Mediated Communication, 12(4), 1143–1168. Florack, A., Rohmann, A., Palcu, J., & Mazziotta, A. (2014). How initial cross-group friendships prepare for intercultural communication: The importance of anxiety reduction and self-confidence in communication. International Journal of Intercultural Relations, 43, 278–288. Gil de Zúñiga, H., & Valenzuela, S. (2011). The mediating path to a stronger citizenship: Online and offline networks, weak ties, and civic engagement. Communication Research, 38(3), 397–421. God, Y. T., & Zhang, H. (2018). Intercultural challenges, intracultural practices: How Chinese and Australian students understand and experience intercultural communication at an Australian university. Higher Education. https://doi.org/10.1007/s10734-018-0344-0. Guo, Y., Li, Y., & Ito, N. (2014). Exploring the predicted effect of social networking site use on perceived social capital and psychological well-being of Chinese international students in Japan. Cyberpsychology, Behavior and Social Networking, 17(1), 52–58. Hasler, B. S., & Amichai-Hamburger, Y. (2013). Online intergroup contact. In Y. Amichai-Hamburger (Ed.), The social net: Understanding our online behavior (pp. 220–252). New York: Oxford University Press. Hunter, B., White, G. P., & Godbey, G. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10, 267–285. Indian, M., & Grieve, R. (2014). When Facebook is easier than face-to-face: Social support derived from Facebook in socially anxious individuals. Personality and Individual Differences, 59, 102–106. Johnson, P. R., Boyer, M. A., & Brown, S. W. (2011). Vital interests: Cultivating global competence in the international studies classroom. Globalisation, Societies and Education, 9(3–4), 503–519. Jon, J. E. (2013). Realizing internationalization at home in Korean higher education: Promoting domestic students’ interaction with international students and intercultural competence. Journal of Studies in International Education, 17(4), 455–470. Kormos, J., Csizér, K., & Iwaniec, J. (2014). A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35, 151–166. Korol, L., Fietzer, A. W., & Ponterotto, J. G. (2018). The relationship between multicultural personality, intergroup contact, and positive outgroup attitudes toward Asian Americans. Asian American Journal of Psychology, 9(3), 200–210. Kwon, Y. (2013). The sociocultural adjustment of Chinese graduate students at Korean universities: A qualitative study. International Journal of Intercultural Relations, 37(5), 536–549. Leask, B., & Carroll, J. (2011). Moving beyond ‘wishing and hoping’: Internationalisation and student experiences of inclusion and engagement. Higher Education Research and Development, 30(5), 647–659. Lebedeva, N., Tatarko, A., & Berry, J. W. (2016). Intercultural relations among migrants from Caucasus and Russians in Moscow. International Journal of Intercultural Relations, 52, 27–38. Lee, M. (2010). Researching social capital in education: Some conceptual considerations relating to the contribution of network analysis. British Journal of Sociology of Education, 31(6), 779–792. Lee, C., Sung, Y. T., Zhou, Y., & Lee, S. (2018). The relationships between the seriousness of leisure activities, social support and school adaptation among Asian international students in the US. Leisure Studies, 37(2), 197–210. Lev-On, A., & Lissitsa, S. (2015). Studying the coevolution of social distance, offline-and online contacts. Computers in Human Behavior, 48, 448–456. Li, Y. (2013). Cultivating student global competence: A pilot experimental study. Decision Sciences Journal of Innovative Education, 11, 125–143. Li, X., & Chen, W. (2014). Facebook or Renren? A comparative study of social networking site use and social capital among Chinese international students in the United States. Computers in Human Behavior, 35(2), 116–123. Li, C., & Tsai, W. H. S. (2015). Social media usage and acculturation: A test with Hispanics in the US. Computers in Human Behavior, 45, 204–212. Lin, N. (1999). Building a network theory of social capital. Connections, 22(1), 28–51. Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9(2), 151–173. Liu, X., & Shaffer, M. A. (2005). An investigation of expatriate adjustment and performance: A social capital perspective. International Journal of Cross Cultural Management, 5(3), 235–254. McKenna, K. Y., Green, A. S., & Gleason, M. E. (2002). Relationship formation on the internet: What’s the big attraction? Journal of Social Issues, 58(1), 9–31. Meng, Q., Zhu, C., & Cao, C. (2017). The role of intergroup contact and acculturation strategies in developing Chinese international students’ global competence. Journal of Intercultural Communication Research, 46(3), 210–226. Meng, Q., Zhu, C., & Cao, C. (2018). Chinese international students’ social connectedness, social and academic adaptation: The mediating role of global competence. Higher Education, 75(1), 131–147. Moon, S. J., & Park, C. Y. (2007). Media effects on acculturation and biculturalism: A case study of Korean immigrants in Los Angeles’ Koreatown. Mass Communication and Society, 10(3), 319–343. OECD. (2015). Education at a glance 2015: OECD indicators. Paris: OECD Publishing. https://doi.org/10.1787/eag-2015-en. Pang, H. (2018). Exploring the beneficial effects of social networking site use on Chinese students’ perceptions of social capital and psychological well-being in Germany. International Journal of Intercultural Relations, 67, 1–11. Pettigrew, T. F., & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38(6), 922–934. Pham, L., & Tran, L. (2015). Understanding the symbolic capital of intercultural interactions: A case study of international students in Australia. International Studies in Sociology of Education, 25(3), 204–224. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903. Portes, A. (1998). Social capital: Its origins and applications in modern sociology. Annual Review of Sociology, 24(1), 1–24. Presbitero, A., & Attar, H. (2018). Intercultural communication effectiveness, cultural intelligence and knowledge sharing: Extending anxiety-uncertainty management theory. International Journal of Intercultural Relations, 67, 35–43. Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster. Reimers, F. M. (2009). Global competency: Educating the world. Harvard International Review, 30, 24–28. Schmid, K., Hewstone, M., Tausch, N., Cairns, E., & Hughes, J. (2009). Antecedents and consequences of social identity complexity: Intergroup contact, distinctiveness threat, and outgroup attitudes. Personality and Social Psychology Bulletin, 35(8), 1085–1098. Searle, W., & Ward, C. (1990). The prediction of psychological and sociocultural adjustment during cross-cultural transitions. International Journal of Intercultural Relations, 14, 449–464. Shrout, P. E., & Bolger, N. (2002). Mediation in experimental and nonexperimental studies: New procedures and recommendations. Psychological Methods, 7(4), 422–445. Smart, D., Volet, S., & Ang, G. (2000). Fostering social cohesion in universities: Bridging the cultural divide. Canberra: Australian Education International Department of Education, Training and Youth Affairs. Soria, K. M., & Troisi, J. (2014). Internationalization at home alternatives to study abroad implications for students’ development of global, international, and intercultural competencies. Journal of Studies in International Education, 18(3), 261–280. Torres, L., & Rollock, D. (2004). Acculturative distress among Hispanics: The role of acculturation, coping, and intercultural competence. Journal of Multicultural Counseling and Development, 32(3), 155–167. Trahar, S., & Hyland, F. (2011). Experiences and perceptions of internationalisation in higher education in the UK. Higher Education Research and Development, 30, 623–633. Vezzali, L., Hewstone, M., Capozza, D., Trifiletti, E., & Bernardo, G. A. D. (2017). Improving intergroup relations with extended contact among young children: Mediation by intergroup empathy and moderation by direct intergroup contact. Journal of Community & Applied Social Psychology, 27(1), 35–49. Wang, I., Ahn, J. N., Kim, H. J., & Lin-Siegler, X. (2017). Why do international students avoid communicating with Americans. Journal of International Students, 7(3), 555–582. Ward, C. (2006). International students: Interpersonal, institutional and community impacts. Wellington: Ministry of Education. Weiqin, E. L., Campbell, M., Kimpton, M., Wozencroft, K., & Orel, A. (2016). Social capital on Facebook: The impact of personality and online communication behaviors. Journal of Educational Computing Research, 54(6), 747–786. Wellman, B., Haase, A. Q., Witte, J., & Hampton, K. (2001). Does the internet increase, decrease, or supplement social capital? Social networks, participation, and community commitment. American Behavioral Scientist, 45(3), 436–455. Williams, D. (2006). On and off the’net: Scales for social capital in an online era. Journal of Computer-Mediated Communication, 11(2), 593–628. Wilson, M. S., & Dalton, M. A. (1997). Understanding the demands of leading in a global environment: A first step. Issues and Observations, 17(1/2), 12–14. Wilson, J., Ward, C., & Fischer, R. (2013). Beyond culture learning theory: What can personality tell us about cultural competence? Journal of Cross-Cultural Psychology, 44(6), 900–927. Ying, Y. W. (2002). Formation of cross-cultural relationships of Taiwanese international students in the United States. Journal of Community Psychology, 30(1), 45–55. Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of culture shock and adaptation in international students in higher education. Studies in Higher Education, 33(1), 63–75.