A Study on the Adaptation of Students with Family Economic

Difficulties Based on Big Data Methodology

Wenyi Lin

School of Accounting, Fujian Jiangxia University, Fuzhou, Fujian, China

Keywords: Students with Family Economic Difficulties, Big Data Methodology, Adaptation, Identity.

Abstract: Support for students with family economic difficulties should not only be in material aids, but also in mental

health. In the research, the big data methodology was used and a survey was conducted and analyzed by spss

statistics and python software. The reason for students with family economic difficulties are more likely to

suffer from mental problems is that poverty families is not only a difficulty, but also an identity. Identity has

influence on adaptation, adaptation react on identity forming. Thus, the article analyzes the students with

family economic difficulties in the adaptation period from the perspective of identity. Based on identity at-

tributes, the article further discusses the identity transformation students meet in adaptation. Finally it is sug-

gested to change the concept through multi-approach with the aims to help students correctly understand the

relation between the self and others, success and failure, so that students with family economic difficulties

can better adjust to the university life.

1 INTRODUCTION

Marx believed that nature endows individuals with

basic material conditions and social development to

promote them with all-round development. As con-

stantly overcome the restriction of external forces and

unreasonable social relations on hu-man develop-

ment, one gains greater freedom with better personal

ability. Thus, he/her becomes "individual with per-

sonality (Marx 1995).

Family poverty is a major problem in the way of

the development of students with family economic

difficulty, especially during the university adaptation

period. The gap, brings by family economy and

strength, often takes psychological pressure on those

students. This phenomenon is especially obvious in

the early stage of university life. To be specific, nega-

tion of self-value and the derecognition of self-iden-

tity of students with family economic difficulties

causes adaptation problem. Therefore, it is of great

significance for students with family economic diffi-

culties to correctly understand identity and deal well

with the relation between self and group, righteous-

ness and profit, right and wrong, success and failure

at beginning so as to develop rational and peaceful

healthy mentality to better adjust to the new circum-

stance. Theoretical basis: The internal linking of iden-

tity to the adaptation of students with family eco-

nomic difficulties.

The identity theory (Tajfel 1978, Tajfel 1982,

Abrams 2006, Yuan 2016) focuses on the position of

an individual or a specific group in a specific social

system. It includes the self-identification of individ-

ual and the social-identification to individual. First of

all, identity theory is the existential question, that is,

the question of "who am I" and "who are we", which

is concerned about the manner or attitude of the

groups or individuals respond to identity attributes in

a rapidly changing social system. While the adapta-

tion problem of students with family economic diffi-

culties refers to how to integrate into the university

circumstance with the field changes in the uncertain

situation. In another word, the adaptation actually is

the identity choice of individuals or groups in the face

of uncertainties and changes, during which individu-

als will easily lose the sense of security and trust of

their own identity and fall into crisis. Secondly, iden-

tity is a process, which is not achieved overnight. It is

a process of social identity, composed of social cate-

gorization and social comparison. In the process of

identification, in-group members maximize the simi-

larity within the group to form the concept of "self"

with the common identity within the group, while in-

460

Lin, W.

A Study on the Adaptation of Students with Family Economic Difﬁculties Based on Big Data Methodology.

DOI: 10.5220/0011913800003613

In Proceedings of the 2nd International Conference on New Media Development and Modernized Education (NMDME 2022), pages 460-466

ISBN: 978-989-758-630-9

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

ter-group members maximize the difference to pro-

mote the category. Students with family economic

difficulties form their preconceived identity under the

influence of social experience, social relations and

growth cognition before entering university. During

the adaptation period, it is inevitable to adjust

themselves to the expectation of the new role given

by the interpersonal group in the new circumstance.

Finally, in the process of identification, individuals or

groups will have the positive or negative in-group

evaluation, which will ultimately affect the individual

identity status and action strategy, which is true for

students with family economic difficulties in adaption

period.

2 ADJUSTMENT OF FRESHMEN

FROM FAMILIES WITH

FINANCIAL DIFFICULTIES TO

COLLEGE LIFE

In the first semester, universities provide students

with Impoverished Identification, including policy

guidance, personal application, democratic

evaluation, public announcement, and so forth, with

the aims to accurately identify groups with family

economic difficulties, so as to accurately fund and

better educate students from poor families. In this

article, students from poor families, students with

family poverty or students with family economic

difficulties similarly refer to the university students

encounter financial difficulties for their families

economic conditions is not good enough to others.

University students with family economic

difficulties are composed of three core words, namely

"family", "economic difficulties" and " university

students". Family is an important cell of social

structure, the importance component of human

relations, reveals its social attributes, "economic

difficulties" refers to a special group of students,

these students difficulties is rooted not in spiritual

barren or academic confusion, but in some time of

economic difficulty, which brings out its group

attributes," "university students" is an individual

attributes, which is an important channel for

individuals to change the economic status quo and

undertake social responsibilities through higher

education. In this aspect, higher education serve as a

bridge in changing personal future and promoting

individuals to undertake the responsibility for the

nation and society. Obviously, identity of students

with family economic difficulties is not a single

existence, which not only contains the individual

pursuit of students, but also the responsibility of

individuals as family members and an important part

of society.

Students from high school to university will face

many new changes, prone to typical "social

integration" problems, so for students with financial

difficulties, is this change of identity and environment

more impactful?

We conducted a questionnaire survey of 2,269

students at Fuzhou Jiangxia University and used

software such as SPSS for statistical processing. The

main contents of the questionnaire include the

distribution of students' adaptation questions and the

distribution of students' graduation intentions as

shown in Table 1 and Table 2.

Table 1 the distribution of adapation questions for students

classification no learning

Future

Development

Interpersonal

relationship

Love &

emotion

Significant

difference

Other students

sample size 90 735 786 106 108

P<0.01

percentage 4.5 38.59 40.23 5.69 6.32

Students of poor

family

sample size 8 120 85 11 11

percentage 2.5 46.35 33.23 3089 4.32

poorer students

sample size 4 79 65 8 8

P<0.05

percentage 2.6 43.56 35.26 4.21 4.15

The poorest

studnets

Sample size 4 44 25 4 4

percentage 5.2 50 29.36 4.36 4.65

A Study on the Adaptation of Students with Family Economic Difﬁculties Based on Big Data Methodology

461

Table 2 the distribution of ideal jobs for students

classification

idea

Graduate

Student

At home

Study

overseas

Look for a

job

enterpreneurship

Significant

difference

Other students

sample

size

201 1235 596 70 15

P<0.001

percentage 9.89 58.93 30.23 4.53 0.96

Students of poor

family

sample

size

28 196 30 24 5

percentage 10.23 70.23 12.35 9.01 1.68

poorer students

sample

size

17 135 25 18 1

P<0.001

percentage 9.32 72.35 13.69 10.35 0.32

The poorest

studnets

sample

size

12 62 6 77 4

percentage 13.25 69.24 6.89 13.58 4.89

A personality test of 2269 poor students from poor

families was conducted based on the Cartel 16

personality factor scale, and the test was conducted

using DXC6 multi-group psychological assessment

instrument. The test process is 50 minutes, and the

data analysis is processed using the evaluator

supporting software. The data analysis was conducted

using SPSS 16.0, using a single sample t to test the

test results of poor students from poor families and

norm comparison of university students.

Then, the principal component discriminant

equation analysis method is used to comprehensively

quantify the scores of 24 factors such as group

activity, intelligence and stability, and an evaluation

model is established.

Analysis of the test results of 2,269 students from

poor families found that 10 of them had mental

disorders or mental illnesses. The mean squared error

was used to analyze the 24 quantitative factors in

Table 1, and the principal component quantification

factors in the test results were extracted. Using the

Fisher linear discriminant equation, the

corresponding principal component coefficients can

be obtained as shown in Table 2, and the established

mental health model is shown in the following

Equation.

Mental health status(Y) =

0.198

∙X1+0.276∙X2+0.73*X3-

0.146∙X4+0.59∙X5-12.3

The Y value calculated by the Equation is used as

the judgment standard, and in order to select a more

appropriate judgment standard, Y≥0, Y≥≥0, Y≥1 and

Y≥2 are used as the standards respectively, and the

key proportion, accuracy and the missed positive rate,

false positive rate, sensitivity and specificity were

studied, and the results are shown in Table 3. The

results show that when the standard value of Y is

higher, the accuracy is higher and the false positive

degree is lower. But when the standard is determined

to be Y≥4, the focus ratio of the result is the highest,

and the missed judgment rate is low and the

sensitivity is the highest. Therefore, the final criterion

adopted for this model is Y≥0.

Table 3 Coefficient of principal component discriminant

equation

principal

com

onent

Normal abnormal

Stabilit

X1 0.399 0.599

Aggressiveness X2 -3.568 -3.098

Worr

X3 10.89 11.31

Tension 6.78 6.543

Adaptation and

anxiet

22.8 23.24

Cowardly and

coura

eous X5

8.08 10.45

Mental Health

42.3 38.76

Constant X7 -212.2 -231.9

Table 4 comparison of test scores of poor students and the

norm test for college students

factor Poor

students

Norm t

friendl

6.21±1.36 6.23±1.39 1.875

Cleve

6.32±1.23 6.35±1.89 -1.156

Stable

7.36±1.56 7.39±3.36 47.89

Arro

ant 5.36+1.39 5.96±1.63 -31.5

Excite

6.51±1.69 6.36±1.89 -45.36

Persistance

5.46±3.63 5.69±3.89 46.7

Bol

6.32±3.63 6.26±2.96 -24.97

NMDME 2022 - The International Conference on New Media Development and Modernized Education

462

Sensitive 5.23±2.36 5.63±2.65 15.96

Doubtful 4.75±3.26 4.89±3.63 50

Fantasy

Anxious

Independent

nervous

creative

achievement

emotional

5.23±1.26

5.46±1.36

4.43±1.23

6.23±1.56

4.32±1.32

5.23±1.23

5.23±1.32

3.86±1.67

3.69±1.69

3.86±1.56

4.85±1.51

4.36±1.31

6.32±1.54

6.23±1.21

-3.236

55.63

25.69

43.27

-7.36

53.23

-30.67

Table 5 Results of different criteria

crite

ria

Pro

port

ion

Accu

racy

rate

Missi

rate

False

rate

sensiti

vity

speci

ficity

Y≥0 9.89 90.89 7.23 9.03 93.23 90.53

Y≥1 5.98 92.12 31.26 5.23 68.955 95.36

Y≥2 3.46 97.28 40.36 3.12 70.12 97.96

The students were tested and 202 students who

may have psychological disorders were identified,

and the results are shown in Table 4 and Table 5. The

principal component quantification equation ↓

discriminant method was used to determine the

psychological condition ↓ timing of 2269 poor

students, and the accuracy was high. Among them,

only 1 person was missed, and 202 people were found

to have corresponding psychological disorders or

mental illnesses. The sensitivity and specificity of the

model were high, 92.45% and ↓90.43%, respectively.

Since poor students from poor families are a group

that we need to pay more attention to, they need to

face greater economic, life, study and emotional

pressure in their daily and academic life, so the

psychological pressure will also be greater than that

of their peers.

3 IDENTITY

TRANSFORMATION:

ADAPTABILITY PROBLEMS

OF STUDENTS WITH THE

FAMILY ECONOMIC

DIFFICULTIES

The adaptation period, generally means the first year

at university, is a critical period for the identification

of students with the family economic difficulties. In

the adaptation period, the self-orientation and other-

orientation to the students with the family economic

difficulties is directly related to the development of

the students in future. Meanwhile the students

confront with the identity transformation and

disadvantage evaluation threats their identification.

3.1 Identity Insecurity—Loss the Sense

of Identity Safety

The identification of self usually requires individuals

or groups to form their own identity through social

comparison and classification (Tajfel 1978, Tajfel

1982). The Impoverished Identification leads to the

process of classifying students with the family

economic difficulties. The social stereotype towards

poverty is that economic weakness is equal to

foolishness, laggard and is something that’s going to

scar students with the family economic difficulties.

Moreover, stereotype leads to stigma when some

students with family economic difficulties spend

grants over the limitation or some students pretend to

be poverty in order to be succussed in getting the

grants. Individual’s behavior is enlarged to the group

prejudice. Lacking in identity security, some

economic disadvantaged individuals who are eligible

for national funding policies give up the application

to avoid any discrimination.

3.2 Identity Valuelessness—Loss the

Sense of Identity Values

Individuals have needs to compare their opinions and

abilities with others, especially when there is no

objective standard. Social comparison often occurs

between similar groups and lies in welfare, value and

status, and so forth. In the process of comparing with

other groups, the more similar the in-group is to the

out-group, the more the individual hopes to get

positive results, so as to obtain more positive social

identity and self-esteem. Students with the family

economic difficulties tend to compare with their

peers. When they are not as good as others in

interpersonal communication and academic

adaptation, students with the family economic

difficulties are inclined to owe problems to families

economic difficulties. They start to underestimate

their own ability, care about others' evaluation,

participate in community activities without

enthusiasm and initiative. The negative attitude to

their own ability and the negation of family economic

difficulties make students lose sense of identity value.

3.3 Identity Escape—Loss the Sense of

Identity Belonging

If the advantages of their own group cannot be

recognized or the disadvantages can-not be denied,

members will tend to obtain higher social identity

through social mobil-ity or social change. Social

mobility refers to a belief that the boundaries between

A Study on the Adaptation of Students with Family Economic Difﬁculties Based on Big Data Methodology

463

the groups are permeable. People can be with ease to

‘pass’ from one group to another (Abrams 2006).

Education is an important channel for students to

change their family economic poverty and ‘pass’

among groups, while students in the adaption period

do not clearly perceive this. Negative identity

evaluation urges students to get rid of impoverished

identity immediately. Out of strong self-esteem, some

students from poor family choose to flee and give up

the relevant financial aid, or cover up the fact of

economic poverty by spending extravagant spending

without realizing it is the worst way but self-defeating

or self-deception.

Identity and adaption actually mutual effect.

Identity has influence on the mental experience and

finally infects the adaption, while adaption is a critical

period to pro-mote the identity forming.

4 SOLUTION APPROACH: THE

WAY TO RESOLVE

ADAPTABILITY PROBLEMS

FOR STUDENTS WITH THE

FAMILY ECONOMIC

DIFFICULTIES

The purpose of understanding problem is to solve

them. As we have already known the identity

problems that students with the family economic

difficulties facing during the adaptation period. The

key to solve the problem lies in individual students,

students groups and their inherent values, concepts,

cognation, and so forth. Therefore, as long as grasp

the critical period, turn the negative, passive bias into

the positive, active acceptance, university can finally

release the pressure on students with family economic

difficulties, help students grow up harmoniously,

which is also a basic way to realize the educational

aim.

4.1 To Establish a Positive Campus

Culture Circumstance

Stereotypes are generalizations about people based on

category membership. It generally contains a

fundamental and probably universal bias and attach

derogatory label to outgroups and favorite one to

ingroups. In addition to family poverty, the self-

denial of in-group students with family economic

difficulties derives from the stereotyped effect of out-

group students on poverty. Stereotype does not come

out and fade away overnight, which is rooted in

individual value, belief, experience, cognition, and so

forth, thus moral education and culture influence play

the importance role on mind shifting. On the one

hand, fine traditional Chinese culture, Chinese

revolutionary culture, advanced socialist culture

should be inherited to inspire intelligence. The core

socialist values should be promoted. Traditional

Chinese virtue like diligence and thrift, the spirit of

arduous struggle, and so forth, should be integrate

into campus daily life to resolutely resist the bad

behavior of extravagance and waste, so that students

could be guided to establish a correct and scientific

consumption view and correctly understand the truth

between the rich and the poor. On the other hand,

helping students from poor family understand that

higher education is an important channel for

individuals to change their destinies and realize their

aspirations. All the promotion channels in

universities are fair. As long as individuals remain

working diligently and zealously, they can realize

their dreams.

The improvement of interpersonal relations

among peer groups such as classes, dormitories and

communities are another important aspects of moral

education and the construction of campus culture,

which is called as peer education. Peers refer to

people with similar age, similar study, life or common

language tend to share information, content and

experience together. Their moral education function

lies in that the close interpersonal interaction of peer

groups has an important influence on the psychology

of students with family economic difficulties, so as to

achieve the educational goal of changing the relevant

thoughts and behavior rules of the educational object.

Therefore, universities should focus on the role of

class and dormitory in peers to create a good

interpersonal circumstance of mutual respect and

mutual trust. As the organization of various group

activities to optimize this interpersonal relationship,

it is much beneficial for students from poor families

to reduce their depression and enhance their

communication ability.

4.2 To Unite Individual Ideals with

National Dreams

All lofty ideals should be based on reality and all great

ideals should be based on the premise of actual

development of individuals. Individuals internalize

the dominant ideology and identify with these

externally designated categories, they acquire

particular social identities which may mediate

evaluatively positive or negative self-perceptions,

which is partly constructed by subjective belief

NMDME 2022 - The International Conference on New Media Development and Modernized Education

464

structure (Abrams 2006). There are two broad types

of subjective belief structure to build, namely social

mobility and social change. The biggest difference

lies in which is beliefs whether the boundaries are

permeable or not. Social mobility reminds that

students with family economic difficulties should be

guided to realize that the boundaries between groups

are permeable, so that individuals can change the

current status quo through working diligently, and

they are expected to abandon the subordinate social

identity and its attached negative attributes. social

change reminds students to choose different

dimensions of comparison through social creativity.

That is, set excellent student examples in student

groups. As these students become examples is not

because of wealth but because of their achievement

through hard-working, students with family

economic difficulties are reminded of fighting to gain

a promising future.

In addition, students with family economic

difficulties may face different degrees of adaptation

problems in the whole college stage. Therefore, it is

necessary to grasp the law of adaptation and extend

the period of adaptation education, with freshman as

the key period, sophomore and junior as the

consolidation period, and senior as the extension

period. Adaptability education should be carried out

at each stage to promote the adaptation ability of

students with family economic difficulties. During

campus life, students should be informed of the close

relationship between individuals and nation, so that

students could understand that all personal ideals

must be placed in the category of the nation and

society needs.

5 CONCLUSION

The education of students with family economic

difficulties is a main point in university students'

management. The focus of the education for those

students is not only to reliving economic pressure, but

also to build mental health. Nevertheless, the reason

for students with family economic difficulties are

more likely to suffer from mental problems is that

poverty families is not only a difficulty, but also an

identity, which will take a lot of pressure on

individuals. Caused by bias and prejudice from other

students groups, inferiority feelings in students with

family economic difficulties involve a kind of

negative mental experience.

Hence, we choose to study the students with

family economic difficulties in adaptation period

from the perspective of identity, the purpose is to

reify students with family economic difficulties

students support mechanism. In the perspective of

identity, this article analyzes identity attributes and

the problems the students with family economic

difficulties meet in adapt- ing to the stage at the

university. In the university field, students with

family economic difficulties is an identity. It has

individual, group and social attributes. At the same

time, it involves economic capital, social capital and

cultural capital together but unevenly. The identity is

dynamic change and relative stability. Due to the

influence of social comparison, classification and

differentiation factors, students with family economic

difficulties have problems of identity insecurity,

identity valueless and identity escape, which all lay

hidden dangers for the follow-up problems of

students with family economic difficulties.

Universities should make use of freshmen orientation

and invite the senior students to share and exchange

experience to help students better understand

characteristics of university life. Chinese advanced

socialist culture should be inherited to inspire

intelligence, on which peer education plays an

important role in creating the harmonious atmosphere

in helping students build up confidence. As the

builders of nation in future, students should be

informed of the close relationship between

individuals and nation, so that they can clearly set

aims high and keep feet on the ground firmly, devote

themselves to China modernization.

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