Assessing Acculturative Stress of International Students at a US Community College

Hansen, Hardaye R.; Shneyderman, Yuliya; McNamara, Gloria; Grace, Lisa Goldblatt

doi:10.4324/9781003121978-10

Cited by 3 publications

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“…Acculturative stress has been examined in a number of prior studies of international students in the United States (Franco et al, 2019; Hansen et al, 2018; Koo et al, 2021; Smith & Khawaja, 2011). For example, research on Taiwanese (Swagler & Ellis, 2003) and African (Constantine et al, 2005) students has documented the many sources of acculturative stress experienced by international students in the United States, such as language problems, pressure to be independent, racial discrimination, social isolation, cultural misunderstandings, distance from family, financial concerns, and differences in academic and social expectations.…”

Section: Stress and Coping Experiences Of International Studentsmentioning

confidence: 99%

“…In the current study, we sought to extend the restorative model to a different type of life event, namely, those that may be planned, desired, and aimed at personal or professional growth, but may nevertheless be stressful and potentially disruptive to one’s usual experience of well-being. An example of this type of life event involves the experience of international students who move to the United States and face adjustment to differences in values, customs, behaviors, and expectations between their home and host cultures (Chen, 1999; Franco et al, 2019; Hansen et al, 2018; Li et al, 2017; Lu et al, 2018; Smith & Khawaja, 2011). A number of studies have focused on the factors that lead to acculturative stress in international students (Duru & Poyrazli, 2007; Poyrazli et al, 2004; Sandhu & Asrabadi, 1994; Smith & Khawaja, 2011; Yeh & Inose, 2003).…”

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Test of a Social Cognitive Model of Restorative Well-Being: Application to International Students

Ezeofor

Lent

Moturu

2022

Journal of Prevention and Health Promotion

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The social cognitive model of restorative well-being (Lent, 2004) focuses on the means by which people help to stabilize their emotional functioning after exposure to challenging life conditions. We extended this model to the study of how international students navigate psychological adjustment to life in the United States. In this application, we focused on the interplay of cognitive, behavioral, social, and trait mechanisms that may help to mitigate distress and promote well-being in the context of change and transition. Participants were 233 international students at U.S. colleges and universities who completed measures of acculturative stress, life satisfaction, social support, self-efficacy in coping with life changes, general self-efficacy, and acculturation- and enculturation-based coping behaviors. Findings indicated that the model provided good fit to the data. Coping efficacy was strongly predictive of lower levels of acculturative stress, which in turn predicted life satisfaction together with general self-efficacy. We consider implications of the findings for future research as well as for interventions designed to prevent psychological distress and to promote effective coping among international students and in a broad range of other stress and coping contexts, such as life role transitions.

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Section: Stress and Coping Experiences Of International Studentsmentioning

confidence: 99%

mentioning

confidence: 99%

Test of a Social Cognitive Model of Restorative Well-Being: Application to International Students

Ezeofor

Lent

Moturu

2022

Journal of Prevention and Health Promotion

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Path Analysis of Artificial Intelligence Technology to Help Improve the Quality of International Student Enrollment in China

Liang

2024

Applied Mathematics and Nonlinear Sciences

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International student education is an important part of the internationalization of Chinese higher education, and the promotion of “The Belt and Road Initiative” has put forward higher requirements for the enrollment of international students studying in China, and it is of great significance to improve the quality of enrollment. In this paper, we extracted the data related to the enrollment and academic performance of international students from the academic affairs management system of each school and then pre-processed the data through data cleaning, normalization and desensitization. Then, we use the Apriori and C4.5 decision tree algorithm to mine the association rules between different influencing factors and the enrollment quality of international students and apply the decision tree to assist the decision-making of enrollment. Subsequently, the enrollment management system is constructed to realize the path of artificial intelligence technology to help improve enrollment quality. The results of association rule mining show that there are multiple association rules between different influencing factors and enrollment quality (with a minimum confidence level of 80%) and that international students’ intercultural communication ability and academic performance should be considered in the enrollment process. The empirical application of the enrollment management system found that the ideological quality of international students at the enrollment survey increased from 4.017 scores in 2020 to 9.221 scores in 2022, which verified that the enrollment system is an effective path to improve the enrollment quality of international students. The enrollment management system proposed in this paper can effectively provide decision-making reference and help for the enrollment of international students coming to China, and provide an effective path to improve the quality of international student enrollment in each school.

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Examining the Home Learning Environment Practices for Emergent Bilinguals: Insights from Parental Survey

Rivera,

Chang,

Zhu

et al. 2024

Education Sciences

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This study aims to investigate the general practices of bilingual students’ home learning environments and to compare the variation in practices as a function of parents’ length of stay in the USA, educational levels, and household income by analyzing the results of a large-scale parental survey in an urban area in the southwestern United States, serving a predominantly Hispanic student population. The data consisted of 959 parents’ responses. The findings show that parents’ practices of engagement in students’ learning, discussions for students’ future, emotional support, students’ media consumption, disciplinary practice, and support for students’ autonomy vary in multifold ways as a function of their backgrounds. For example, while most parents, regardless of their background, were not prone to supporting children’s autonomy when deciding children’s routines at home, those with higher educational and income levels tend to more frequently participate in children’s classrooms or discuss children’s college entrance and career paths. The study discusses the implications of the findings and limitations.

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Assessing Acculturative Stress of International Students at a US Community College

Cited by 3 publications

References 0 publications

Test of a Social Cognitive Model of Restorative Well-Being: Application to International Students

Test of a Social Cognitive Model of Restorative Well-Being: Application to International Students

Path Analysis of Artificial Intelligence Technology to Help Improve the Quality of International Student Enrollment in China

Examining the Home Learning Environment Practices for Emergent Bilinguals: Insights from Parental Survey

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