Cross-Cultural Adjustment of Chinese Students in Japan: School Adjustment and Educational Support

Autor/inn/en	Li, Yuan Xiang; Sano, Hideki; Ahn, Ruth
Titel	Cross-Cultural Adjustment of Chinese Students in Japan: School Adjustment and Educational Support
Quelle	In: International Journal of Progressive Education, 9 (2013) 3, S.154-168 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Student Adjustment; Acculturation; Foreign Countries; Asians; Immigrants; Junior High School Students; Surveys; Statistical Analysis; Student Attitudes; Second Language Learning; Japanese; Stress Variables; Academic Achievement; Self Efficacy; Correlation; Causal Models; Parent Child Relationship; Factor Analysis; Cultural Awareness; China; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Akkulturation; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Immigrant; Immigrantin; Immigranten; Junior High Schools; Sekundarstufe I; Survey; Umfrage; Befragung; Statistische Analyse; Schülerverhalten; Zweitsprachenerwerb; Japaner; Japanisch; Schulleistung; Self-efficacy; Selbstwirksamkeit; Korrelation; Kausalanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Faktorenanalyse; Cultural identity; Kulturelle Identität
Abstract	This study investigates Chinese immigrant students' cross-cultural and school adjustment issues in Japanese schools. Using a quantitative method, a survey which collected students' demographic information, cross-cultural adjustment, and school adjustment questions was administered to 143 Chinese junior high and high school students in Tokyo and Kanagawa Prefecture. The study found the following. First, three factors were identified to be significant in the students' cross-cultural adjustment: Language and Acculturation, Academic Achievement, and Adjustment Stress. At the same time, in the area of their school adjustment, Self-efficacy, Academic Disengagement, and Alienation were found to be significant factors. Second, parental support appeared to have a strong influence on their children's cross-cultural adjustment and school adjustment. Third, the age of arrival and the length of residence had significant correlations with Language and Acculturation but had no significant correlations with Academic Achievement and Adjustment Stress. Finally, a causal model analysis showed that the patterns of the factors' mutual influences are generally in accordance with the authors' expectations and the most significant factor was Self-efficacy. The implications of these findings are discussed in relation to supporting Chinese students. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10