Communication Stressors And Coping Strategies Among Chinese Students In The United States

This book explores how Chinese students abroad may suffer stress, and how they conceptualize and adapt to stress in the American higher education environment. To do so, it adopts a mixed methods design: the sequential explanatory design, which is characterized by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. To date, no empirical research has focused solely upon understanding the stress and coping processes of Chinese students in the United States. This book addresses that gap, enriching the body of literature on international students’ adaptation process in foreign countries.

The Second Edition of the Handbook of Asian American Psychology fills a fundamental gap in the Asian American literature by addressing the full spectrum of methodological, substantive, and theoretical areas related to Asian American Psychology. This new edition provides important scholarly contributions by a new generation of researchers that address the shifts in contemporary issues for Asians and Asian Americans in the U.S.

The primary purpose of this mixed methodology study is to explore the psychological help-seeking attitudes amongst the Chinese international students attending community colleges when facing acculturative stress. The social-behavioral model (Andersen & Newman, 1995) of help-seeking behaviors that included the variables of personal factors (e.g. age, gender), environmental factors (e.g. social support), and acculturation level were considered. A mixed-methods design was implemented using 39 Chinese international students and seven assessments. These assessments included the Attitudes toward Seeing professional Psychological help Scale (ATSPPHS), a modified versions of the Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA), Acculturative Stress Scale for International Students (ASSIS), Asian Value Scale-Revised 9AVS-R), Multidimentional Scale of Perceived Social Support (MSPSS), Brief Religious Coping (Brief RCOPE), and a demographic questionnaire. Additionally, two focus groups with students and four interviews with administrators were conduced to understand students' acculturated challenges, their coping strategies, and their psychological help-seeking attitudes.