An Examination of Individual Level Factors in Stress and Coping Processes: Perspectives of Chinese International Students in the United States

Autor/inn/en	Yan, Kun; Berliner, David C.
Titel	An Examination of Individual Level Factors in Stress and Coping Processes: Perspectives of Chinese International Students in the United States
Quelle	In: Journal of College Student Development, 52 (2011) 5, S.523-542 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2011.0060
Schlagwörter	Foreign Students; Qualitative Research; Universities; Educational Environment; Coping; Stress Variables; Predictor Variables; Student Attitudes; Age Differences; Gender Differences; Majors (Students); Acculturation; Academic Support Services; Student Personnel Services; Interviews; College Students; School Counseling + Suchen Sie Ihr Suchwort? Qualitative Forschung; University; Universität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bewältigung; Prädiktor; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Akkulturation; Interviewing; Interviewtechnik; Collegestudent; School counselling; Pädagogische Beratung
Abstract	No empirical research has focused solely upon understanding the stress and coping processes of Chinese international students in the United States. This qualitative inquiry examines the individual-level variables that affect the stress-coping process of Chinese international students and how they conceptualize and adapt to their stress at an American university. Results indicate individual variables, such as age, gender, field of study, length of stay, acculturation style, and coping strategies, show significant influences on stress levels among students. These results can be used to help Chinese international students adapt to the American educational environment and improve the services and programs American universities deliver to their foreign students. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10