Interpersonal problems and acculturative stress over time among Chinese international students from mainland China and Taiwan.

2018 ◽  
Vol 9 (3) ◽  
pp. 237-246 ◽  
Author(s):  
Wei (Gabriel) Qi ◽  
Kenneth T. Wang ◽  
Aaron L. Pincus ◽  
Leila Z. Wu
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Mainland China ◽  
Interpersonal Problems ◽  
Chinese International Students ◽  
Over Time

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.

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.

Cognitive Flexibility, Relativistic Appreciation, and Ethnocultural Empathy Among Chinese International Students

2020 ◽  
Vol 48 (4) ◽  
pp. 583-607 ◽  
Author(s):  
Shuyi Liu ◽  
Meifen Wei
Keyword(s):  
United States ◽  
International Students ◽  
Cognitive Flexibility ◽  
Acculturative Stress ◽  
The United States ◽  
Mediating Effect ◽  
Chinese International Students ◽  
Culturally Appropriate ◽  
Ethnocultural Empathy ◽  
New Perspective

Based on Berry’s (1997) framework, we investigated the mediating effect of cognitive flexibility and the moderating effect of relativistic appreciation on the association between acculturative stress and ethnocultural empathy. A total of 199 Chinese international students from two Midwestern universities in the United States participated. Results indicated support for both hypotheses. First, cognitive flexibility significantly mediated the association between acculturative stress and ethnocultural empathy. Second, relativistic appreciation significantly moderated the effects of acculturative stress on ethnocultural empathy. Specifically, the effect of acculturative stress on ethnocultural empathy was significantly negative for those with relativistic appreciation levels below the 26th percentile. Conversely, this effect was not significant for those with relativistic appreciation levels above the 26th percentile. Our results offer a new perspective on acculturative stress, provides tools for clinicians working with Chinese international students who are coping with acculturative stress, and advocates for culturally appropriate coping strategies.

scholarly journals Helping the Transition: Mentorship to Support International Students in Canada

2016 ◽  
Vol 6 (4) ◽  
pp. 873-886
Author(s):  
Clint Thomson ◽  
Victoria M. Esses
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
International Student ◽  
Psychological Adaptation ◽  
Empirical Literature ◽  
Future Research ◽  
Student Mentors ◽  
Canadian Student ◽  
Over Time

We developed a program that paired newcomer international students with Canadian student mentors. These pairs met weekly throughout a semester and international student participants completed measures at both the beginning and end of the program. We found that program participants experienced positive changes in sociocultural and psychological adaptation, and a reduction in acculturative stress over time. At the conclusion of the program, program participants also showed higher levels of psychological adaptation and lower levels of acculturative stress than control participants, who had not participated in the program. These findings make an important contribution to the empirical literature on the acculturation of international students and provide foundations for future research.

scholarly journals Do Chinese International Students’ Personalities Change During Cross-National Transitions?

2017 ◽  
Vol 7 (2) ◽  
pp. 229-245
Author(s):  
Kenneth T. Wang ◽  
Lu Tian ◽  
Mayo Fujiki ◽  
Jennifer J. Bordon
Keyword(s):  
International Students ◽  
Acculturative Stress ◽  
Home Country ◽  
The United States ◽  
Chinese International Students ◽  
High Achievers ◽  
Different Types ◽  
Personality Construct ◽  
The U.S ◽  
Cross National

Perfectionism is a multidimensional personality construct salient for international students; they are known to be likely high achievers in their home country and face several acculturative challenges after crossing national borders. This study examined whether perfectionist types changed during cross-national transitions in a sample of 227 Chinese international students studying in the U.S. Individuals were classified into different types of perfectionists—adaptive, maladaptive, and non- perfectionists. Results indicated that 40% of the participants’ perfectionist types changed during their cross-national transition. After studying in the United States, more non-perfectionists became perfectionists than perfectionists that turned into non-perfectionist. Acculturative stress predicted the direction of shift; nonperfectionists who perceived higher levels of acculturative stress were more likely to change into maladaptive perfectionists than adaptive perfectionists.

Sign in / Sign up

Export Citation Format

Share Document