Résumé
Objective: To explore the characteristics of acculturation and its relationship to school life satisfac-tion for Hani junior and senior middle school students. Methods: The Acculturation Survey of Hani Middle School Students and School Life Satisfaction Rating Questionnaire for Adolescents were used to test 621 students in 3 senior middle schools and 2 junior middle schools from 3 different counties resided mainly by Hani people, in Honghe pre-fecture. Result: (1) The scores of acculturation and its dimensions had statistical significant difference in gender,family residence, and grade (F=3.46, 3.29, Ps<0.05). The total average scores of acculturation was more than median value for Hard students [(3.79±0.65) > median value 3] . The score of acculturation in female students was significantly higher than that in male students [(3.85±0.61)vs.(3.74±0.68), P<0.01] . The score of school educational identification in the students from rural areas was higher than that from town areas [(3.89±0.75)vs.(3.64±0.69), P<0.05]. Meanwhile, the score of Chinese familiarities in students from town was higher than that in ones from rural areas [(3.96±0.98)vs.(3.47±0.82), (3.53±0.90), P <0.05] . (2) As the graph of average data points were seen, with the transference of grades, the score of their ac-culturation appeared the winding changes. (3) The average scores of acculturation and its 3 dimensions were positively correlated with the school life satisfactions (r=0.52, 0.44, 0.51, 0.29, Ps<0.01). Multiple stepwise regression analysis showed that school life satisfaction was related to school educational identification and main-stream cultural identity. Conclusion: It indicates that female and ones lived in town have higher level of accultura-tion in Hani middle school students, and higher level of acculturation be correlated to higher level of school life sat-is faction.