Assessment of psychosocial stressors and maladjustment among foreign students of the University of the Ryukyus

Abstract

An extensive survey of problems encountered by foreign students of the University of the Ryukyus and the resulting levels of stress was carried out in order to determine the main stressors hindering academic progress and personal adjustment. Subjectively perceived stress levels after arrival in Japan were obtained from 134 subjects through a comprehensive questionnaire for reporting speci®c stressors. The 30-item General Health Questionnaire (GHQ) was included to assess mental health state. Differences in scores by area of origin were also determined for the total GHQ scores and its sub-scales. The GHQ results showed that regardless of length of time in Japan, more than 60% of the subjects scored within a range usually indicative of a mental health risk. Mean scores by area of origin showed a 50% reduction over time for non-Chinese Asians and North American/ Europeans, but only a reduction of 1.1% or less for Chinese, Latin American, Middle/Near Eastern and African subjects. Limitations in achievement of academic goals were reported by the greatest number of students as causing moderate to excessive stress (57.5%); most frequently reported causes were language inadequacy (55.2%), reference materials unavailable (34.3%), unfamiliarity with Japanese study methods (32.1%), and inadequate guidance from teachers/advisors (26.9%). Various social, personal and daily life problems in the non-academic setting were also reported as causing high stress levels. Most of the stressors identi®ed are not considered inevitable and point toward directions to pursue in preventive strategies in mitigating psychological distress and maladjustment of students.

Relations Between Acculturation And Alcohol Use Among International Students

“…In addition, few studies that have examined coping mechanisms employed by international student samples have attempted to identify resources available to international students and their ability and propensity to make use of available social resources. However, the availability of counseling facilities at host universities, informal sources of social support, and financial resources all have been identified as significant resources for international students to facilitate their ability to cope with stressors during the process of adjusting to new educational settings (Constantine, Okazaki, & Utsey 2004;Maxwell et al, 2000;Misra et al, 2003;Mori, 2000;Randall, Naka, Yamamoto, Nakamoto, Arakaki, & Ogura, 1988). Utilization of these resources to develop problem-oriented coping mechanisms was found to be related to better adjustment outcomes.…”

“…International students who come from countries that foster collectivistic cultural norms tend to depend on social support, family support and support from significant others when engaged in coping with stress (Constantine et al, 2004;Maxwell et al, 2000;Misra et al, 2003;Mori, 2000;Randall et al, 1988). In contrast, Western cultures, and in particular the culture of the United States, foster individualistic social norms and emphasize not dependence on others, but independence and self-sufficiency.…”

“…Difficulties experienced during the process of adapting to a new educational system might result in their failure to gain similar top positions in competitive academic settings in America, the failure to meet their own and their teachers' expectations, and negative adjustment outcomes such as depression and despair (Misra et al, 2003;Mori, 2000;Randall et al, 1988). The contextual demands of educational settings impose burdens on the students which could lead to the generation of additional stress (Misra et al, 2003;Mori, 2000;Randall et al, 1988).…”

“…Coping strategies are developed by individuals, based on their cultural values, as well as the principles of the society in which they were brought up. For example, international students who come from collectivistic culture-based countries are more likely to depend on social support, such as support from significant others (Constantine et al, 2004;Maxwell et al, 2000;Mori, 2000;Misra et al, 2003;Randall et al, 1988). As they often lack adequate levels of social support in a new cultural setting, they may become more vulnerable to stress, compared to their American student counterparts.…”

“…Past researchers have found that international students either underutilize available resources or they do not utilize them at all while coping with those stressors (Misra et al, 2003;Mori, 2000;Nilsson, Berkel, Flores, & Lucas, 2004;Randall et al, 1988). The most prevalent coping strategies adopted by international students include seeking language enhancement training, seeking faculty help, or seeking financial help from the college or university to make their adjustment process easier (Mallinckrodt & Leong, 1992;Misra et al, 2003;Randall et al, 1988). Although they adopt various coping strategies to withstand the influence of specific stressors, the majority of international students incur negative outcomes due to either insufficient personal and social resources, or the adoption of avoidance coping mechanisms.…”