Predictors of Depression and Anxiety Among International Students

Sümer, Seda; Poyrazlı, Şenel; Grahame, Kamini Maraj

doi:10.1002/j.1556-6678.2008.tb00531.x

Cited by 198 publications

(174 citation statements)

References 26 publications

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“…Previous studies have illustrated that immigrants and sojourners commonly experience separation or marginalization (Suinn, 2010;Sumer et al, 2008;Wang & Mallinckrodt, 2006), pointing out the difficulty of achieving assimilation or integration. However, for some individuals, separation and marginalization are experienced only during a certain period of time (Hsu, 2010;Tsai et al, 2000).…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

“…Conventionally, influences of cultural adaptation have been examined for their psychological and behavioral consequences (Suinn, 2010;Sumer et al, 2008;Wang & Mallinckrodt, 2006). Previous studies discussed the critical role played by immigrants' and sojourners' communication experiences with host nationals and their psychological well-being (Lacina, 2002;Suinn, 2010), but without adequate suggestions for how to improve communication experiences.…”

mentioning

confidence: 99%

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Functions of the common ingroup identity model and acculturation strategies in intercultural communication: American host nationals’ communication with Chinese international students

Imamura

Zhang

2014

International Journal of Intercultural Relations

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nationals' perceptions of Chinese international students' cultural adaptation strategies and the effects of the strategies on American host nationals' willingness to communicate with the Chinese students. In addition, the current study also examined the indirect effects of the adaptation strategies through American host nationals' perceptions of anxiety in communicating with and social attractiveness of the Chinese students on willingness to communicate with the Chinese students.Four scenarios describing Chinese international students' cultural adaptation strategies (i.e., assimilation, integration, separation, and marginalization) were developed based on CIIM and the acculturation framework. Prior to the main study, two pilot studies (N = 113 in pilot 1, N = 60 in pilot 2) were conducted to examine the validity of the manipulation of the four strategies along two conceptual dimensions: identification with home culture (i.e., Chinese culture) and identification with the host culture (i.e., American culture). In the main study, EuropeanAmerican participants (N = 284) were asked to report their demographic information, strength of identification with American culture, and attitudes toward Chinese people in general. Then, they were randomly assigned to one of the four experimental conditions in which they read a scenario describing a Chinese international student's cultural adaptation strategy. After reading the scenario, participants answered questions measuring their perceptions of the cultural adaptation iv strategy used by the Chinese international student described in the scenario. Then, they reported their perceptions of willingness to communicate with, social attractiveness of, and interpersonal communication anxiety with the Chinese student.Hypothesis 1 predicted that participants' perceptions of willingness to communicate with the Chinese international student would vary with the experimental conditions. Partially supporting Hypothesis 1, univariate analysis of variance results revealed that participants were more willing to communicate with the assimilated and integrated Chinese students than with the separated and marginalized students. Hypothesis 2 predicted that participants' judgments of the Chinese international student would vary depending on the experimental conditions. Partially supporting Hypothesis 2, multivariate analysis of variance results revealed that the assimilated and integrated Chinese students were judged more positively than the separated or marginalized

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Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

mentioning

confidence: 99%

Functions of the common ingroup identity model and acculturation strategies in intercultural communication: American host nationals’ communication with Chinese international students

Imamura

Zhang

2014

International Journal of Intercultural Relations

View full text Add to dashboard Cite

show abstract

“…While depression is an issue affecting many college students, rates of depression are higher amongst international students when compared to domestic students (Sumer, Poyrazli, & Grahame, 2008). Depression amongst international students is related to a number of factors including anxiety that often stems from being so far from home, a general lack of social support, and language difficulties (Sumer, Poyrazli, & Grahame, 2008).…”

Section: Mental Health and Causes Of Stressmentioning

confidence: 99%

“…Depression amongst international students is related to a number of factors including anxiety that often stems from being so far from home, a general lack of social support, and language difficulties (Sumer, Poyrazli, & Grahame, 2008). Of great concern for international students is the snowballing effect of feeling anxious or uncomfortable in a social setting.…”

Section: Mental Health and Causes Of Stressmentioning

confidence: 99%

“…A lonely student who is having trouble making friends may find it difficult to concentrate in class as he/she continues to worry about making friends and feeling supported (Hendrickson, Rosen, Aune, 2011). Likewise, a student who has early struggles with grades may quickly become depressed and begin to isolate him/herself more and more as time goes on (Sumer, Poyrazli, Grahame, 2008). Despite the fact that academic difficulties and cultural adjustment issues are closely linked, this literature review will examine them separately.…”

Section: Academic Difficultiesmentioning

confidence: 99%

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