International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress

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

“…Chung (1992) explained that Asian culture requires a high level of commitment in social relationships, while Americans treat human relationships on a conditional basis. Many international students perceive friendship in western culture to be less sincere (Mori, 2000) and thus tend to socialize only with cohorts from their own countries (Yeh & Inose, 2003). …”

“…Social support is another important area of interest. Many researchers try to investigate how social support buffers the influence of acculturative stress on mental health and well-being (Crockett et al, 2007; Han, Kim, Lee, Pistulka, & Kim, 2007;Frey & Roysircar, 2006;Poyrazli, Kavanaugh, Baker, & Al-Timimi, 2004;Ye, 2006;Yeh & Inose, 2003). However, there is little research on how international students cope with acculturative stress and how to help students with acculturative stress.…”

Acculturative stress, perfectionism, years in the United States, and depression among Chinese international students.

“…In general, acculturative stress is defined as a stress reaction in response to life events that are rooted in the experiences of acculturation (Berry, 2005), the psychological difficulties in adapting to a new culture (Smart & Smart, 1995), or psychosocial stressors resulting from unfamiliarity with new customs and social norms (Church, 1982;Lin & Yi, 1997). For Chinese international students, the sources of acculturative stress often include academic pressures, language difficulties, feelings of inferiority, difficulties in adjusting to new food or cultural values, lack of support, perceived discrimination, and homesickness (e.g., Pedersen, 1991;Sandhu & Asrabadi, 1994;Yeh & Inose, 2003).…”

“…To facilitate the improvement of crosscultural education in the U.S., researchers have devoted their efforts to conducting studies among this population in order to better understand factors that affect these students' adjustment (e.g., vulnerability to depression) in the U.S. (e.g., Chen, Mallinckrodt, & Mobley, 2002;Constantine, Okazaki, & Utsey, 2004;Kwan, Sodowsky, & Ihle, 1994;Mallinckrodt & Leong, 1992;Swagler & Ellis, 2003;Yeh & Inose, 2003). Moreover, increased knowledge regarding international students' mental health, especially with regard to depression, could enhance both the therapy process and outcome with this population.…”

Exploring the Anxiety State of the Science Majoring International Graduate Students with Conditional Acceptance in the United States

“…Therefore, researchers have claimed that students need to be exposed to at least five years of academic language to meet the native-speaker norms (Cummins & Man Yee Fun, 2007;Thomas, & Collier, 2002) Addition to difficulties related to the field of study, research has demonstrated that international students with low levels of English skills are exposed to difficulties in the adjustment to the cultural life in the US. Research has revealed that adjustment to a new cultural life is reported to be the primary issue for the international students (Biggs, 2003;Hellsten, 2002;Klomegah, 2006;Liu & Winder, 2012;Novera, 2004;Tananuraksakul & Hall, 2011;Yeh & Inose, 2003). Adjustment to the role and requirement of the American culture is an important psychological process due to their effects on the performance and functioning of the individual.…”