本研究探討美國華裔學生的雙文化認同、涵化壓力與心理幸福感三者的關係。以85位在美國就讀大學的華裔學生爲研究參與者，結果顯示在文化認同整合中的文化和諧及文化融合是兩種不同的心理歷程所影響。文化和諧受情感成分（即涵化壓力和心理幸福感）所影響，而文化融合與傳統涵化變項（即經濟支持，在美國生活的時間，第一次到美國的年齡和對英文的信心）有顯著相關。此外，，在美華裔學生的心理幸福感僅受文化和諧影響，中介分析顯示文化和諧對心理幸福感的影響係透過涵化壓力。

The current study aimed to examine the relationships between bicultural identity integration and acculturative stress, as well as links to psychological well-being of Chinese university students in America. Self-report data were collected from 85 Chinese students, age 18 and above studying in the United States university or college. Different patterns were observed for the two constructs of Bicultural Identity Integration: Cultural harmony and cultural blendedness. Cultural harmony is driven more strongly by affective components (i.e. acculturate stress and psychological well-being), whereas cultural blendedness is more related with traditional acculturating variables (i.e. financial support, duration, age arrived and language confidence). In addition, cultural harmony alone was found to be the driving force that predicts the psychological well-being for these Chinese students. Mediational analysis suggested the link between cultural harmony to psychological well-being could be accounted by acculturative stress experiences.

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