Student Success: Developing An Intervention for Coping Stress Among Chinese International Students

Session Time and Location

Date:
Thu, 7 Jun 2018
Time:
Time:
11:15am to 12:45pm
Room: Room:
Camellia
Session Track
Session Format

Speaker(s)

Please enter your session abstract here (max 100 words).  The abstract will be published in the conference program if your proposal is accepted. 

Chinese international students face many challenges in study and life in U.S. higher education institutions. Using Michigan State University as a research site, we found student behaviors may be subject to a subculture that remains unfamiliar to college administrators and faculty. To address these challenges, this study aims to develop an intervention after a clear portrait of various stresses faced by Chinese international students. The implication is to present a model for educational developers designing programs to prepare and educate their faculty and administrators about international students.

 

  • Session References +

    Bai, J. (2016). Brief report: development and validation of the acculturative stress scale for Chinese college students in the United States (ASSCS). Psychological Assessment, 28(4), 443-447.

    Erikson, E. H., & Erikson, J. M. (1998). The life cycle completed (extended version). WW Norton & Company.

    Lazarus, R. S. (1993). Coping theory and research: past, present, and future. Psychosomatic medicine55(3), 234-247.

    Yan, K. & Berliner D. C. (2013), Chinese international students’ personal and sociocultural  stressors in the United States. Journal of College Student Development, 54 (1), 62-84

    Yang, L. H., & Fleming, M. (2013). How Chinese college students make sense of foreign films and TV series: implications for the development of intercultural communicative competence in ELT. The Language Learning Journal, 41(3), 297-310.