Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong

Autor/inn/en	Yu, Baohua; Bodycott, Peter; Mak, Anita S.
Titel	Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong
Quelle	In: Journal of Studies in International Education, 23 (2019) 5, S.572-588 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Baohua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318825336
Schlagwörter	Foreign Students; Foreign Countries; Student Adjustment; Social Adjustment; College Students; Language Proficiency; Acculturation; Social Discrimination; Social Support Groups; Intergroup Relations; Coping; English; Sino Tibetan Languages; Hong Kong; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Collegestudent; Language skill; Language skills; Sprachkompetenz; Akkulturation; Soziale Benachteiligung; Soziale Schließung; Social support; Soziale Unterstützung; Intergruppenbeziehungen; Bewältigung; English language; Englisch; Hongkong
Abstract	Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students' stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for future acculturation research and higher education internationalization policies and practices are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01