ESP-3480

Published

2025-03-29

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Vol. 10 No. 3 (2025): Publishing

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Research Articles

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Copyright (c) 2025 Lisha Li

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How to Cite

Li, L. (2025). Innovation in talent training models for Chinese-Malaysian media education under social cognitive theory: Research on mechanisms for deepening cross-cultural communication. Environment and Social Psychology, 10(3). https://doi.org/10.59429/esp.v10i3.3480

Innovation in talent training models for Chinese-Malaysian media education under social cognitive theory: Research on mechanisms for deepening cross-cultural communication

Lisha Li

Faculty of Art, Kunming City College, Kunming, Yunnan, 650106, China


DOI: https://doi.org/10.59429/esp.v10i3.3480


Keywords: social cognitive theory; China-Malaysia media education; talent cultivation; cross-cultural communication; deepening mechanism

Abstract

Based on social cognitive theory, this study investigates the deepening mechanism of cross-cultural communication through innovative talent cultivation models in media education between China and Malaysia. A total of 1,350 questionnaires were distributed, with 1,156 valid responses collected, including 582 samples from China and 574 from Malaysia. The findings reveal: From the perspective of socio-cultural environmental influence, cultural difference cognition (77.9%) and cultural values (78.0%) show the most significant impact, with Malaysian students demonstrating stronger cultural adaptation capabilities due to their multicultural environment advantages. Regarding educational environmental influence, curriculum design (82.4%) and teaching method innovation (79.5%) are key factors, with differences existing between the two countries in educational philosophy and practical models. In terms of media environmental influence, media usage competency (81.2%) and media exposure level (78.6%) have substantial impacts.The cross-cultural adaptation process exhibits distinct developmental stages: psychological adjustment experiences an initial conflict period (1-2 months), active adaptation period (3-6 months), and stable development period (over 6 months); cultural identity construction undergoes initial cognition (1-3 months), deepened understanding (4-8 months), and integration (over 9 months); capability development progresses through basic construction (1-3 months), capability enhancement (4-6 months), and comprehensive development (7-9 months).The assessment of cultivation effectiveness indicates that 84.5% of students achieved expected levels in knowledge mastery, 85.6% demonstrated significant improvement in cross-cultural competence, and 83.2% showed good environmental adaptability. It is recommended to strengthen China-Malaysia media education cooperation, innovate cultivation models, optimize curriculum design, enhance practical components, and establish effective cross-cultural support systems to promote students' comprehensive development in cross-cultural communication capabilities.

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