By Kun Yan
This ebook explores how chinese language scholars out of the country may perhaps endure pressure, and the way they conceptualize and adapt to emphasize within the American greater schooling surroundings. to take action, it adopts a combined equipment layout: the sequential explanatory layout, that is characterised via the gathering and research of quantitative info through the gathering and research of qualitative info. to this point, no empirical examine has concentrated exclusively upon realizing the tension and coping procedures of chinese language scholars within the usa. This booklet addresses that hole, enriching the physique of literature on foreign scholars’ model approach in international countries.
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Additional resources for Chinese International Students’ Stressors and Coping Strategies in the United States
The influences on their behavior with regard to seeking support for these concerns were noted. This literature review provides the background to the study and also raises a number of questions which focus this study. To date, no empirical research has focused solely upon understanding the stress and coping processes of Chinese international students in the United States. 32 3 Chinese International Students in the United States: Adjustment Problems and. . Typically, research has been conducted on international students as a single population.
3. Lack of language training. The language training most Chinese students once received often fails to adequately help them to meet the academic demands of their programs. 4. Lack of chance to practice English. Many of Chinese students chose to hang out with other Chinese fellows instead of host nationals, which further hinder their language improvement. 22 3 Chinese International Students in the United States: Adjustment Problems and. . Wang’s study (Wang 2003) revealed that while Chinese students struggle with English to succeed in their academic study in the United States, they have found ways to deal with various situations.
They are less likely to seek outside help for emotional concerns. When investigating counseling preferences, Sue and Zane (1985) noted that Chinese students did not actively participate in counseling because they did not want to admit they had emotional difficulties and perceived it a shame to seek counseling. Mau and Jepsen (1990) confirmed that Chinese students find it difficult to admit that they have problems and are less likely to seek help and assistance. The concerns of “saving face” and shame are integral to traditional Chinese socialization practices (Wilson 1996).