Research Article
The Generation Mechanism from “Pu’er Image” to “Consciousness of a Community with a Shared Future” from the Perspective of Place Attachment
Zhou Jianhong,
He Haoyang*,
Luo Binyang
Issue:
Volume 14, Issue 5, October 2026
Pages:
154-159
Received:
9 June 2026
Accepted:
14 July 2026
Published:
2 September 2026
DOI:
10.11648/j.si.20261405.11
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Abstract: International students’ understanding and internalization of the grand concept of a “Community with a Shared Future for Mankind” are not derived solely from classroom instruction or official publicity; rather, they emerge gradually through everyday encounters with the cultural, social, and ecological dimensions of their host city. However, existing research has paid little attention to the theoretical linkage between “place experience” and “macro-narratives.” Taking Pu’er City in Yunnan Province and its international students from South and Southeast Asia as empirical references, this paper introduces place attachment theory to construct a three-tier explanatory framework that moves from “place image perception” to “consciousness of a community with a shared future.” The framework proposes that such consciousness is not a direct import of abstract ideals; instead, it is formed through multiple pathways of place attachment—cognitive image, emotional experience, and functional dependence—which enable students to embody and recognize the geo-symbiotic, empathetic, and functionally interdependent dimensions of the shared-future vision. This study offers a new theoretical perspective for understanding how macro-ideals are realized at the micro-level, and provides scholarly support for border cities to foster a community with a shared future through international student education.
Abstract: International students’ understanding and internalization of the grand concept of a “Community with a Shared Future for Mankind” are not derived solely from classroom instruction or official publicity; rather, they emerge gradually through everyday encounters with the cultural, social, and ecological dimensions of their host city. However, existing...
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Research Article
Investigation and Analysis on Influencing Factors of College Students' Academic Satisfaction
Issue:
Volume 14, Issue 5, October 2026
Pages:
160-169
Received:
12 June 2026
Accepted:
30 June 2026
Published:
2 September 2026
DOI:
10.11648/j.si.20261405.12
Downloads:
Views:
Abstract: Academic satisfaction is a core indicator for evaluating the quality of higher education and students’ learning experience. Based on the M-R (S-O-R) model, this study takes perceived social support as the environmental stimulus (S), academic self-efficacy as the organism response (O), and academic satisfaction as the behavioral response (R), to explore the interaction mechanism among the three variables. Taking 205 college students as research subjects, this research adopts methods of literature review, questionnaire survey and statistical analysis, and uses SPSS to conduct reliability and validity analysis, correlation analysis, regression analysis and mediating effect test. The results show that: (1) Perceived social support, academic self-efficacy and academic satisfaction are significantly positively correlated; (2) Perceived social support can directly and positively predict academic satisfaction; (3) Academic self-efficacy plays a partial mediating role between perceived social support and academic satisfaction, with the mediating effect size of 23.4%; (4) The M-R model is applicable to the study of college students’ academic psychology. The research indicates that improving college students’ academic satisfaction can be achieved not only by strengthening external social support from family, school and peers, but also indirectly by cultivating academic self-efficacy. The findings enrich the research on the influencing mechanism of academic satisfaction, and provide empirical evidence and practical references for colleges to carry out academic guidance, optimize education services and enhance students’ learning experience.
Abstract: Academic satisfaction is a core indicator for evaluating the quality of higher education and students’ learning experience. Based on the M-R (S-O-R) model, this study takes perceived social support as the environmental stimulus (S), academic self-efficacy as the organism response (O), and academic satisfaction as the behavioral response (R), to exp...
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