Asian international students’ socio-cultural adaptation: Influence of multicultural personality, assertiveness, academic self-efficacy, and social support

2014 ◽  
Vol 38 ◽  
pp. 97-105 ◽  
Author(s):  
Ji-yeon Lee ◽  
Ayse Ciftci
Keyword(s):  
Social Support ◽  
International Students ◽  
Cultural Adaptation ◽  
Self Efficacy ◽  
Asian International Students ◽  
Multicultural Personality ◽  
Academic Self Efficacy

Language and Interpersonal Resource Predictors of Psychological and Sociocultural Adaptation: International Students in Hong Kong

2019 ◽  
Vol 23 (5) ◽  
pp. 572-588 ◽  
Author(s):  
Baohua Yu ◽  
Peter Bodycott ◽  
Anita S. Mak
Keyword(s):  
Social Support ◽  
Hong Kong ◽  
International Students ◽  
Language Proficiency ◽  
Cultural Adaptation ◽  
Stress And Coping ◽  
Cross Cultural ◽  
Sociocultural Adaptation ◽  
Cross Cultural Adaptation ◽  
And Coping

Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students’ stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for future acculturation research and higher education internationalization policies and practices are discussed.

scholarly journals Relationship between Professional Commitment and Subjective Well-being of College Students

2021 ◽  
Vol 3 ◽  
pp. 1-12
Author(s):  
Nan Li
Keyword(s):  
Social Support ◽  
College Students ◽  
Self Efficacy ◽  
Well Being ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Subjective Well Being ◽  
Moderated Mediation Model ◽  
Indirect Path ◽  
Academic Self Efficacy

In order to explore the specific influence mechanism of professional commitment on subjective Well-being, this paper makes a research questionnaire based on professional commitment scale, subjective Well-being scale, academic Self-efficacy scale and social support scale, and surveys 356 college students nationwide. The obtained data are analyzed empirically using SPSS22.0 and Amos22.0. The results show that: (1) Professional commitment and academic Self-efficacy can positively predict subjective Well-being; (2) Academic Self-efficacy has a partial mediating effect on the relationship between professional commitment and subjective Well-being; (3) The moderating effect of social support occurs in the direct path of professional commitment’s influence on subjective Well-being and the indirect path of professional commitment’s influence on academic Self-efficacy. By constructing a moderated mediation model, this study reveals the mechanism of professional commitment on subjective Well-being, and provides reference for analyzing, predicting, shaping and correcting college students’ cognition and behavior, as well as helping to solve their psychological problems.

Thwarting or Embodying Model Minority Stereotypes

2015 ◽  
pp. 155-184 ◽  
Author(s):  
Eunyoung Kim ◽  
Katherine C. Aquino
Keyword(s):  
International Students ◽  
Social Connectedness ◽  
Model Minority ◽  
Future Research ◽  
Asian International Students ◽  
American Higher Education ◽  
Academic Pressure ◽  
Self Worth ◽  
Dominant Narratives ◽  
Academic Self Efficacy

This chapter provides a critical review of research on Asian international students' educational experiences in American higher education, highlighting key findings and identifying trends and dominant narratives that account for adjustment struggles, issues, stresses, and challenges. The authors argue that despite a large amount of research on the complex realities associated with Asian international students' adjustment experiences, such as the academic, the psychological, the sociocultural, and the linguistic, the discourse on model minority stereotypes has yet to include meaningful research on Asian international students. In an effort to advance the theoretical underpinnings for research on Asian international students, a new Transitory Accommodation Model (TAM) is presented, focusing primarily on academic pressure and motivation, academic self-efficacy, and acculturation to a new academic environment. The model builds on existing theoretical principles associated with academic self-worth, coping ability, and social connectedness within a new culture and academic setting. Implications for future research are also discussed.

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