Making meaning from acculturative stress: Chinese international students' experiences
Notice bibliographique
Résumé
Individuals from mainland China and Hong Kong comprise 24% of all international students enrolled in Canadian universities. Research has shown that Chinese international students will experience an array of culturally-based stressors while adjusting to life in Canada. Such stressors include discrepant cultural norms, linguistic barriers, and academic difficulties. The purpose of this exploratory, mixed methods study was to determine how Chinese international university students make meaning out of the acculturative stress they experience while studying in Canada. Three measures, the Coping Schemas Inventory-Revised (Wong, Reker & Peacock, 2006), Chinese Making Sense of Adversity Scale (Pan, Wong, Chan & Chan, 2008a), and Acculturative Stress Scale for International Students (Sandhu & Asrabadi, 1994 ), were administered to 140 Chinese international students studying at two Canadian institutions. As well, participants provided a qualitative descriptive critical incident describing how they coped with a culturally-based stressful situation. The following questions were addressed: What are the relationships between perceived level of acculturative stress, type of coping, and use of sensemaking? How does length of residency in Canada affect perceived level of acculturative stress? Do Chinese students use meaning-making as a strategy to cope with acculturative stress and if so, how is this strategy helpful for them? It was found that perceived acculturative stress was correlated with passive-emotional coping strategies. The use of sense-making was correlated with meaning, self-restructuring, and situational coping strategies. Neither acculturative stress nor use of sense-making was correlated with age, length of residency in Canada, or with each other. Meaning-making was reported by the majority of participants as a means of coping with acculturative stressors, most of which were academic in nature. Other stressors were interpersonal (i.e., isolation, relationships) or pertained to career, bureaucratic/lifestyle, or language issues. Meaning-making was assessed on two dimensions with corresponding themes: sense-making (i.e., contemplation, self-talk, and acceptance) and benefit-finding (i.e., opportunity, optimism, and enjoyment). A seventh theme, preparation, was thought to belong to both dimensions. This study provided new understanding about acculturative stress as experienced by Chinese international students. The author provided recommendations for university counsellors who work with these students as well as suggestions for broader institutional programs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,010 | 0,004 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».