Profiles of Acculturative Adjustment Patterns among Chinese International Students

Autor/inn/en	Wang, Kenneth T.; Heppner, Puncky Paul; Fu, Chu-Chun; Zhao, Ran; Li, Feihan; Chuang, Chih-Chun
Titel	Profiles of Acculturative Adjustment Patterns among Chinese International Students
Quelle	In: Journal of Counseling Psychology, 59 (2012) 3, S.424-436 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0167
DOI	10.1037/a0028532
Schlagwörter	Acculturation; Psychology; Coping; Student Adjustment; Foreign Students; Profiles; Asians; Emotional Disturbances; Scores; Predictor Variables; Problem Solving; Self Esteem; Personality Problems; College Students; Social Support Groups; Cultural Differences + Suchen Sie Ihr Suchwort? Akkulturation; Psychologie; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Charakterisierung; Profilanalyse; Asian; Asiat; Asiatin; Asiaten; Asiate; Gefühlsstörung; Prädiktor; Problemlösen; Self-esteem; Selbstaufmerksamkeit; Collegestudent; Social support; Soziale Unterstützung; Kultureller Unterschied
Abstract	This is the first study to empirically identify distinct acculturative adjustment patterns of new international students over their first 3 semesters in the United States. The sample consisted of 507 Chinese international students studying in the United States. Using psychological distress as an indicator of acculturative adjustment, measured over 4 time points (prearrival, first semester, second semester, and third semester), 4 distinct groups of student adjustment trajectories emerged: (a) a group exhibiting high levels of psychological distress across each time point (consistently distressed; 10%), (b) a group with decreasing psychological distress scores from Time 1 to Time 2 (relieved; 14%), (c), those with a sharp peak in psychological distress at Time 2 and Time 3 (culture-shocked; 11%), and (d) a group with relatively consistent low psychological distress scores (well-adjusted; 65%). Moreover, significant predictors of a better acculturative adjustment pattern included having higher self-esteem, positive problem-solving appraisal, and lower maladaptive perfectionism prior to the acculturation process. In addition, during the first semester of studying in the United States, having a balanced array of social support and using acceptance, reframing, and striving as coping strategies were associated with a better cross-cultural transition. Practical implications and future directions were also discussed. (Contains 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10