Development and Validation of the Acculturative Hassles Scale for Chinese Students (Ahscs): An Example of Mainland Chinese University Students in Hong Kong

Abstract

The development and initial validation of a 17-item Acculturative Hassles Scale for Chinese Students (AHSCS) is described. Items were generated by in-depth interview, selected by item analysis, and validated in a sample of 400 Chinese mainland students in Hong Kong. Factor analysis suggested four factors with 17 items: Language Deficiency, Academic Work, Cultural Difference, and Social Interaction. Scores in this study showed satisfactory internal consistency reliability for the AHSCS and its four subscales. The AHSCS score shows a statistically significant positive correlation with negative affect and significant negative correlations with positive affect and life satisfaction. These results suggest that the AHSCS appears to be a reliable and valid instrument to measure acculturative stressors within a Chinese student population. However, further validation of the scale is still needed.

Development and validation of the Acculturative Stress Scale for Chinese College Students in the United States (ASSCS).

“…One way their parents' SES influences acculturation is reflected in financial support. Many studies have found that financial difficulty is an important stressor for international students (Lin & Yi, 1997;Liu, 2009;Mori, 2000;Pan et al, 2010). Their visa statuses limit their ability to apply for financial aid and employment opportunities (Thomas & Althen, 1989).…”

“…Unfamiliar with the cultures and values in the U.S., Chinese students may not be clear about the expectations of certain behaviors and their roles. Studies have shown that many Chinese students have interpersonal problems, which become one of the main stressors during acculturation (Pan et al, 2010).…”

“…Zheng and Berry (1991) international students find it difficult to adapt to the unfamiliar American education system, such as independent library research, frequent "pop" quizzes, making oral presentations, and expectations for active participation in informal class discussions (Mori, 2000;Pan et al, 2010). International students may also encounter racist educational policies (both subtle and overt) and culturally insensitive curricula and instructors (Chiu & Ring, 1998).…”

“…The newer scale has one less item than the original one and the same amount of factors, although the order of the factors is different with academic work coming in front of cultural difference. They substituted "stressors" with "hassles" because they believed that daily hassles as "micro-stressors" could reflect everyday transaction in the context of acculturation (Pan et al, 2010). Daily hassles may appear less irritating than major life changes, but they can be very stressful when they accumulate to a certain degree in chronic or recurrent conditions (Lazarus, 1999).…”

“…Studying in a foreign country can impose numerous challenges on international students, including linguistic, accommodation, dietary, academic, financial, interpersonal, and intrapersonal problems (Lin & Yi, 1997;Mori, 2000;Pan, Yue, & Chan, 2010).…”