Effects of assertiveness training and expressive writing on acculturative stress in international students: A randomized trial.

Abstract

International university students often experience acculturative stress, and culturally appropriate techniques to manage stress are needed. This randomized trial tested the effects of group assertiveness training, private expressive writing, their combination, and a wait-list control on the acculturative stress, affect, and health of 118 international students at an urban, American university. Interventions were conducted at the start of a semester, and assessments were conducted at baseline and the end of the semester. Group assertiveness training was rated positively by students and led to lower negative affect, whereas expressive writing was less well received and led to higher homesickness and fear, but also higher positive affect. The combined intervention had no effects, perhaps because the two components negated each other. It is concluded that group assertiveness training improves emotional adjustment of international students, but expressive writing has mixed effects and needs further development and study.Keywords assertiveness training; expressive writing; international students; acculturative stress; randomized clinical trial Undergraduate or graduate education can be stressful, particularly for international students who sojourn to study in another country. Unlike native students, international students need to develop bicultural competence, or second culture acquisition, as they maintain their own values while adjusting to the practical, interpersonal, and emotional challenges encountered in the host country (Mori, 2000;Noh & Kaspar, 2003;Poyrazli & Grahame, 2007;Zahi, 2002). As a result, many international students experience acculturative stress, which is a physiological and emotional reaction to a new environment that has unfamiliar cultural values, customs, and expectations (Berry, 2005), and such stress may contribute to the increased incidence of mental and physical health problems found among international students (Ryan & Twibell, 2000).International students in the U.S. increasingly coming from cultures that espouse communal or interdependent goals, such as India and China, rather than individuality, which is more Shedeh Tavakoli-Moayed and George P. Parris, Department of Counselor Education. Mark A. Lumley, Alaa M. Hijazi, and Olga M. Slavin-Spenny, Department of Psychology. Shedeh Tavakoli-Moayed is now at Argosy University, Chicago, Illinois. Publisher's Disclaimer:The following manuscript is the final accepted manuscript. It has not been subjected to the final copyediting, fact-checking, and proofreading required for formal publication. It is not the definitive, publisher-authenticated version. The American Psychological Association and its Council of Editors disclaim any responsibility or liabilities for errors or omissions of this manuscript version, any version derived from this manuscript by NIH, or other third parties. The published version is available at www.apa.org/pubs/journals/cou. commonly found in Western students. As a result, many international students tend to av...

A Historical Approach to Assertiveness

“…Regarding the specifics of psychological functioning in this age period, the need for control of negative emotions, demonstration of respect and acceptance of others was emphasized, as well as awareness and fulfillment of responsibilities and obligations (Bell, McGrane, Gunderson, & Anderson, 2011;Burns & Sinfield, 2012;Moon, 2009;Varenhorst, 2003). The development of these characteristics in learners improved the performance of communicative interaction with teachers and peers and influenced the effectiveness of learning by reducing stress in school, increasing the success rate of trainees, and expanding their reflective learning (Paeezy, Shahraray, & Abdi, 2010;Tavakoli, Lumley, Hijazi, Slavin-Spenny, & Parris 2009). …”

Асертивност И Депресивна Личност Студената Педагошког И Медицинског Усмерења На Почетку Студија

“…Дуготрајна пасивност може бити узрок и фи-зичким тегобама, као што су тензионе главобоље, повишен крвни притисак и друго (Pinquart & Schiller, 2003). Стална и непрестана по-треба пасивне особе да је други људи прихвате, најчешће има су-протне ефекте, јер је друге особе мање поштују и занемарују њене потребе, што често има за последицу анксиозност и депресивност (Tavakoli et al, 2009).…”

The Isles (International Students’ Learning Experiences): The Human Touch

“…Studies by Andrade (2006), Fritz et al (2008), Hellsten and Prescott (2004), Hunley (2009), Myles & Cheng (2003), Tavakoli et al (2009), andSakurai et al (2009) have grouped all international students together. Nevertheless, some actually focus on certain nationality like Chinese ; for example, Jiang et al (2009), Zhu et al (2007, Sayers and Franklin (2008), and Arkoudis and Tran (2007); Indonesians (Novera 2004); Indians (Sameena Ahmed 2006); Asians in general (Sawir 2005, Wong 2004, Niles 1995, and Ramburuth & Mc Cormick 2001; Seychelles (Guilfoyle & Harryba 2009); Turks (Bektas et al 2009) and Iranians (Mehdizadeh & Scott 2005).…”