Academic stress and positive affect: Asian value and self-worth contingency as moderators among Chinese international students.

Abstract

The theoretical model proposed by Berry and colleagues (Berry, 1997; Berry, Kim, Minde, & Mok, 1987) highlights the importance of identifying moderators in the acculturation process. Accordingly, the current study examined the Asian cultural value of family recognition through achievement (FRTA) and contingency of self-worth on academic competence (CSW-AC) as moderators in the association between academic stress and positive affect among Chinese international students. A total of 370 Chinese international students completed online surveys. Results from a hierarchical regression indicated that while academic stress was negatively associated with positive affect, FRTA was positively associated with positive affect. In other words, those with high academic stress reported a lower level of positive affect. However, individuals who endorsed high levels of FRTA reported a higher level of positive affect. In addition, results also revealed a significant interaction between academic stress and CSW-AC on positive affect. Thus, the study's finding supported the moderator role of CSW-AC. Simple effect analyses were conducted to examine the significant interaction. The results showed that higher levels of CSW-AC strengthened the negative association between academic stress and positive affect but lower levels of CSW-AC did not. Future research directions and implications are discussed.

Academic Adaptation Among International Students from East Asian Countries: A Consensual Qualitative Research

“…The feelings that these students described in their interviews were associated with academic stress from heavy course load, academic competence, and high expectations. This is in line with Liao and Wei's (2014) finding that academic stress impacts international students' psychosocial adjustment to life in the United States. In addition, these findings reflect Berry's (1997) theoretical model on acculturative stress, which indicates that characteristics of individual (e.g., East Asian values) influence acculturation experience (e.g., psychological well-being of individuals) in a culturally diverse society.…”

Male Chinese international students' utilization of and barriers to mental health resources

“…These findings are partially consistent with extant research that demonstrated the negative impact of academic stress on Chinese international students' affect (e.g. Liao and Wei, 2014). Participants also reported that they received help from Americans with things like language and making friends, and a variant number of participants described Americans as kind or polite.…”

Four-year trajectory of Korean youth mental health and impacts of school environment and school counselling: a observational study using national schools database

“…Hence, school has a profound influence on the emotional development of adolescents. Academic stress and school violence are well-known risk factors for youth mental problems; some school-related factors, such as good peer relationships, teacher-student interactions and school connectedness, have a protective effect on youth mental health 1–4. Notably, many previous studies have found a link between the mental health of youth and their experiences within schools.…”