What Does “Good Adjustment” Mean for Chinese International Students? A Qualitative Investigation

2018 ◽  
Vol 46 (8) ◽  
pp. 979-1009 ◽  
Author(s):  
Yun Lu ◽  
Harold Chui ◽  
Runsheng Zhu ◽  
Hongyang Zhao ◽  
Yangyang Zhang ◽  
...  
Keyword(s):  
International Students ◽  
Subjective Evaluation ◽  
Well Being ◽  
Cultural Adjustment ◽  
Chinese International Students ◽  
Consensual Qualitative Research ◽  
Rich Description ◽  
Sociopolitical Context ◽  
Sense Of Satisfaction ◽  
Graduate International Students

In this study, we aimed to provide a rich description of Chinese graduate international students’ ways of coping with adjustment challenges and their subjective appraisal of adjustment. Nine Chinese graduate international students (six women, three men) from different institutions and disciplines reported their perceptions of the broad sociopolitical context, cultural adjustment experiences, and subjective evaluation of adjustment. We analyzed the data using consensual qualitative research method. Findings were summarized into three domains: (a) Perceived Sociopolitical Context, (b) Cultural Adjustment Challenges, and (c) Coping and Adjustment. We found frequent long-standing challenges in social and professional domains. Furthermore, interviewees reported an ongoing evaluative process where they negotiated host culture participation expectations in the context of adjustment challenges to achieve a subjective sense of satisfaction. Our findings have implications for professionals working with Chinese international students to help them mitigate internalized oppression and develop purpose and well-being.

Basic Need Satisfaction Intervention for Mainland Chinese International Students’ Adjustment to College

2021 ◽  
pp. 102831532110527
Author(s):  
Wilbert Law ◽  
Shuang Liu
Keyword(s):  
International Students ◽  
International Education ◽  
Well Being ◽  
Need Satisfaction ◽  
Chinese International Students ◽  
Mainland Chinese ◽  
Basic Need Satisfaction ◽  
Psychological Need ◽  
Adjustment To College ◽  
Basic Need

With an increasing number of students pursuing their tertiary studies overseas, ways to improve their adaptation into a new environment become of the utmost importance. By applying self-determination theory, the current research investigated the extent that a basic psychological need intervention can increase need-satisfying experiences and promote the adjustment of Mainland Chinese international students to college. In total, 55 participants were randomly assigned to an intervention or control condition. They completed questionnaires on basic need satisfaction and college adjustment before the start of the study, right after the completion of the intervention, and after a 5-week follow-up. Participants who received the intervention had significantly higher need satisfaction and adjustment to college than those in the control condition. The intervention effect was maintained after a 5-week delay. In addition, the results showed that the increases in psychological need satisfaction after the intervention predicted higher levels of students’ adjustment to college. Theoretical implications for the universality of basic need satisfaction to students’ well-being and practical implications for international education are discussed.

scholarly journals Perceived Social Support and Psychological Well-Being of International Students: The Mediating Effects of Resiliency and Spirituality

2021 ◽  
Vol 17 (3) ◽  
pp. 220
Author(s):  
Li Yue Qi ◽  
Samsilah Roslan ◽  
Zeinab Zaremohzzabieh
Keyword(s):  
Social Support ◽  
International Students ◽  
Perceived Social Support ◽  
Well Being ◽  
Cross Sectional Study ◽  
Chinese International Students ◽  
Host Countries ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
The Relationship

Abstract: International students are a significant resource for many host countries because they increase cultural diversity within the community, offer talent and innovation to universities, and make notable economic contributions. Many studies, however, have shown that international students have lower psychological well-being. Thus, this study aimed to evaluate the associations between psychological well-being as a dependent variable and perceived social support as an independent variable, and test the mediating roles of resiliency and spirituality in the link between perceived social support and psychological well-being. This is a cross-sectional study with a random sampling method. A total of 300 Chinese international students in Universiti Putra Malaysia (UPM) participated in this study and completed four questionnaires, namely the Perceived Social Support scale, Psychological Well-being scale, the Spiritual Values scale, and Connor-Davidson Resilience scale. The results from PLS-SEM showed that greater levels of social support are associated with greater levels of psychological well-being. Resiliency and spirituality partially mediated the relationship between social support and psychological well-being. The findings of this study not only revealed an association between perceived social support and psychological well-being among Chinese international students in Malaysia but also expanded our knowledge of the mediating roles of resilience and spirituality in the relationship.   Keywords: International students, Perceived social support, Psychological well-being, Resiliency, Spirituality.

scholarly journals East Asian International Students and Psychological Well-Being: A Systematic Review

2014 ◽  
Vol 4 (4) ◽  
pp. 301-313
Author(s):  
Jiaqi Li ◽  
Yanlin Wang ◽  
Feiya Xiao
Keyword(s):  
Systematic Review ◽  
International Students ◽  
East Asian ◽  
Well Being ◽  
Chinese International Students ◽  
Psychological Well Being ◽  
Asian International Students ◽  
Quantitative Studies ◽  
East Asian International Students ◽  
Seeking Help

The present article reports a systematic review of the studies related to psychological well-being among East Asian international students. A total of 18 quantitative studies published in peer-reviewed journals from 2000 to 2011 were reviewed. Our review revealed three major results: (1) a majority of researchers (n=13, 72.2%) tend to choose Chinese international students as a representative of East Asian and Asian international students in their studies; (2) studies on psychological well-being of East Asian international students are closely associated with the following variables: length of stay in host country, English proficiency, attitudes toward seeking help, depression, and acculturation; (3) depression was the most frequently reported variable (n=6,33.3%), followed by acculturation (n=5, 27.8%). Recommendations for further research in psychological well-being were provided.

scholarly journals Older and More Experienced? Comparing Mainland Chinese International Students in Canada on Social Cognitive Correlates of Leisure Time Physical Activity, Acculturation, and Mental Health by Study Year

2019 ◽  
Vol 3 (2) ◽  
pp. 8
Author(s):  
Kimberley D. Curtin ◽  
Tanya R. Berry ◽  
Gordon J. Walker
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
International Students ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Well Being ◽  
Chinese International Students ◽  
First Year ◽  
Subjective Well Being ◽  
Second Year

Background: Physical activity is a mandatory component of many university programs in China and there is evidence that Chinese students value physical activity for health (Chen & Liu, 2008); however, academics are generally prioritized as students advance in their studies (Ha, Macdonald, & Pang, 2010). Among international students in the United States, Asian students were found to have some of the lowest rates of physical activity, which could be linked with many combinations of cultural, environmental, and individual barriers (Yoh, Yang, & Gordon, 2008). Physical activity may aid in healthy transitions for Chinese international students. Aim: Chinese international students were compared by study year on physical activity, mental health, culture, and social cognitive theory variables. Method: First year (n = 92), second year (n = 52), and senior (n = 77) international students studying in Canada were compared on physical activity, self-efficacy, intention, access, stress, acculturative stress, subjective well-being, acculturation, and self-construal. The relationships between the social cognitive, mental health, culture variables, and physical activity were also compared. Results: Senior students perceived fewer places to do physical activity and more discrimination compared to first- and second-year students. Senior students experienced more academic pressure and guilt towards their family compared to second year students. First year students reported more general stress compared to second year students. Self-efficacy, intention, and exercise to reduce stress shared relationships with vigorous physical activity. Subjective well-being was related to moderate physical activity, and self-efficacy and independent self-construal were related to walking. Walking decreased by study year. Conclusions: Physical activity may be used to improve mental health for Chinese international students, but interventions may need to be adjusted or implemented depending on the academic stage of the student.

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