Multi-Dimensionality of Acculturative Stress among Chinese International Students: What Lies behind Their Struggles?

Autor/inn/en	Zhang, Yue; Jung, Eunjoo
Titel	Multi-Dimensionality of Acculturative Stress among Chinese International Students: What Lies behind Their Struggles?
Quelle	In: International Research and Review, 7 (2017) 1, S.23-43 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8669
Schlagwörter	Acculturation; Stress Variables; Foreign Students; English (Second Language); Second Language Learning; Psychological Patterns; Racial Discrimination; Fear; Questionnaires; Predictor Variables; Student Attitudes; Graduate Students; Undergraduate Students; Social Support Groups; Role; Student Characteristics; Asians; Cultural Differences; Educational Experience; Factor Analysis; Correlation; Statistical Analysis; Measures (Individuals) + Suchen Sie Ihr Suchwort? Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Racial bias; Rassismus; Furcht; Fragebogen; Prädiktor; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Social support; Soziale Unterstützung; Rollen; Asian; Asiat; Asiatin; Asiaten; Asiate; Kultureller Unterschied; Bildungserfahrung; Faktorenanalyse; Korrelation; Statistische Analyse; Messdaten
Abstract	This study aimed to identify the underlying dimensions of acculturative stress that Chinese international students may encounter in the U.S. In addition, we re-examined students' background characteristics and perceived social support from family, friends, and their school as predictors of students' different dimensions of acculturative stress. In total, 262 Chinese international students (average age 23 years; 142 male and 120 female students) from a diverse university completed an online questionnaire in the U.S. This study identified multiple dimensions of acculturative stress, including perceived discrimination, fearfulness, homesickness, stress due to change, and guilt, among Chinese international students. The results indicated that students' comfort level in using the English language and academic status (i.e., undergraduate/graduate) significantly predicted acculturative stress. Notably, as students' comfort level in using the English language increased, their feelings of perceived discrimination, fearfulness, homesickness, and stress due to change decreased. Undergraduate students reported more discrimination and fearfulness than did graduate students. Perceived social support from family indicated an intriguingly different pattern than perceived social support from school in relation to acculturative stress among Chinese international students. This study confirmed the multi-dimensional nature of acculturative stress and highlighted the role of students' background characteristics and perceived social support systems in illuminating each acculturative stress dimension among Chinese international students. (As Provided).
Anmerkungen	Phi Beta Delta, Honor Society for International Scholars. Administration Building Rooms 148 & 150, 5500 University Parkway, California State University, San Bernardino, CA 92407. Tel: 909-537-5018; Fax: 909-537-7458; e-mail: staff@phibetadelta.org; Web site: http://www.phibetadelta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01