Forbearance coping, identification with heritage culture, acculturative stress, and psychological distress among Chinese international students.

2012 ◽  
Vol 59 (1) ◽  
pp. 97-106 ◽  
Author(s):  
Meifen Wei ◽  
Kelly Yu-Hsin Liao ◽  
Puncky Paul Heppner ◽  
Ruth Chu-Lien Chao ◽  
Tsun-Yao Ku
Keyword(s):  
Psychological Distress ◽  
International Students ◽  
Acculturative Stress ◽  
Chinese International Students ◽  
Heritage Culture

Coping, multicultural personality, acculturative stress and psychological adjustment among Chinese international students

2015 ◽  
Author(s):  
◽  
Ran Zhao
Keyword(s):  
International Students ◽  
Psychological Adjustment ◽  
Acculturative Stress ◽  
Structural Equation ◽  
Coping Styles ◽  
Chinese International Students ◽  
Equation Modeling ◽  
Personality Factors ◽  
Multicultural Personality ◽  
The Relationship

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The present study examined coping appraisal as a mediator, collectivistic coping styles, and multicultural personality as moderators, between perceived acculturative stress and psychological adjustment among a sample of 178 Chinese international students in United States. Structural Equation Modeling analyses indicated that coping appraisal partially mediated the relationship between acculturative stress and psychological adjustment, and multicultural personality moderated the relationship between acculturative stress and psychological adjustment. Hierarchical regression analyses cross-verified the moderating effects and specifically indicated that the association between acculturative stress and psychological adjustment was weaker as Emotional Stability (one of the multicultural personality factors) increased. None of the collectivist coping styles serve as significant moderators for acculturative stress and psychological adjustment. Implications of this study's findings among Chinese international students were discussed.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

Acculturative stress, perfectionism, years in the United States, and depression among Chinese international students.

2007 ◽  
Vol 54 (4) ◽  
pp. 385-394 ◽  
Author(s):  
Meifen Wei ◽  
P. Paul Heppner ◽  
Michael J. Mallen ◽  
Tsun-Yao Ku ◽  
Kelly Yu-Hsin Liao ◽  
...  
Keyword(s):  
United States ◽  
International Students ◽  
Acculturative Stress ◽  
The United States ◽  
Chinese International Students

scholarly journals Chinese International Students in the United States: The Interplay of Students’ Acculturative Stress, Academic Standing, and Quality of Life

2021 ◽  
Vol 12 ◽  
Author(s):  
Zhaohui Su ◽  
Dean McDonnell ◽  
Feng Shi ◽  
Bin Liang ◽  
Xiaoshan Li ◽  
...  
Keyword(s):  
Quality Of Life ◽  
United States ◽  
International Students ◽  
Doctoral Students ◽  
Acculturative Stress ◽  
The United States ◽  
Chinese International Students ◽  
Academic Standing ◽  
Significant Difference

BackgroundAcculturation could cause grave health consequences in international students. However, there is a shortage of research into how acculturative stress might affect international students’ quality of life in light of their academic standing and experience. The lack of research is particularly pronounced among Chinese international students, representing the largest body of international students studying in the United States (U.S.). Thus, to bridge the research gap, this study aims to examine the interplay between international students’ acculturative stress, academic standing, and quality of life among a nationally representative sample of Chinese international students studying in the United States.MethodsAn online survey that gauges Chinese international students’ levels of acculturative stress, academic standing, and quality of life was developed. Over 350 higher education institutions across the United States were approached, including public universities, private universities, and community colleges, among which approximately 220 institutions responded positively and supported survey distribution. A total of 751 students completed the survey. Multiple regression analyses were carried out to examine the associations between students’ acculturative stress, academic standing, and quality of life.ResultsFindings reveal that acculturative stress negatively affects all four domains of Chinese international students’ quality of life, irrespective of their academic standing. Data analyses also show that compared to master’s and doctoral students, undergraduates experience the highest levels of acculturative stress. Furthermore, a significant difference emerged among undergraduate and doctoral international students’ acculturative stress levels, but not among undergraduate and master’s students, or master’s and doctoral students.ConclusionOur study found that, compared to master’s and doctoral students, undergraduates had more significant acculturative stress associated with lower levels of quality of life. This finding highlights the potentially positive role of academic experience – while acculturative stress deteriorates international students’ quality of life, students’ academic standing and experience could be the protective factor in the equation. Future research could further examine how universities and colleges can capitalize on their academic apparatuses and resources to improve international students’ academic performance and students’ acculturation experience and quality of life.

With A Little Help From My Friends: A Mixed Methods Study Of Psychological Distress And Help-Seeking Preferences Of Chinese International Students At Victoria University Of Wellington

2021 ◽  
Author(s):  
◽  
Kelly Atherton
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Mixed Methods ◽  
International Students ◽  
Support Services ◽  
Help Seeking ◽  
Chinese Students ◽  
Chinese International Students ◽  
Health Concern ◽  
Free Text

<p>Chinese international students have become an increasingly significant presence on tertiary campuses worldwide, with over 928,000 enrolled globally in higher education in 2017. The mental health of tertiary students has been recognised as a significant public health concern and the unique challenges faced by Chinese international students place them at higher risk of mental distress than domestic or other international students. However, there is a scarcity of literature focussing on the mental health of Chinese international students both internationally and in a New Zealand context. This study was undertaken to gather preliminary data on the existence and prevalence of psychological distress among Chinese international students at Victoria University of Wellington. It also investigated the help-seeking preferences of Chinese international students, their engagement with counselling services or barriers preventing engagement with counselling support, and their knowledge and use of additional university support services. Participants’ views on managing stress and their advice for newly arrived Chinese students were also explored. A mixed methods approach was utilised to gather both quantitative and qualitative data via an online survey, utilising the Kessler-10 to measure psychological distress in conjunction with a variety of categorical and free-text response questions to gather other information. The survey was sent to all Chinese international students at Victoria University of Wellington in 2017. A total of 205 Chinese international students responded to the survey, from 836 enrolled students (response rate 24.5%). Results indicate that the majority of the Chinese international student population at Victoria suffer from high levels of psychological distress (K10=23.33, SD=6.97). These results are comparable with studies of Chinese students who study abroad, or in their home country. Consistent with international research, participants preferred to use informal sources of support, most notably their parents and friends when stressed. They rated academic staff and student services as the supports they would be least likely to turn to when stressed. Despite the high levels of psychological distress reported, very few participants had sought formal mental health support, with only 12.3% of the sample accessing Student Counselling while studying at Victoria. Cultural and practical barriers impacted their decision to utilise the service and they provided recommendations to make the service better known amongst the student group to improve uptake. Participants’ advice to new Chinese students included getting involved, developing friendships with fellow students, improving English proficiency, and asking for help when needed. The findings from this study support the growing body of literature that Chinese international tertiary students are in need of additional culturally appropriate interventions throughout their university journey to improve their wellbeing, their awareness and use of support services, and to aid their integration to both their host country and education environment.</p>

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