Pan, J.-Y., Wong, D. F. K., Joubert, L., & Chan, C. L. W. (2008). The Protective Function of Meaning of Life on Life Satisfaction Among Chinese Students in Australia and Hong Kong: A Cross-Cultural Comparative Study. Journal of American College Health, 57(2), 221. Retrieved from http://search.ebscohost.com.ezproxysuf.flo.org/login.aspx?direct=true&db=edb&AN=34453097&site=eds-live
The authors compared the predictive effects of acculturative stressors and meaning of life on life satisfaction between Chinese students in Australia and in Hong Kong. Participants completed a questionnaire that included measures of acculturative stressors, meaning of life, life satisfaction, and demographic information.
The authors discuss the theoretical and practical implications for Chinese students studying abroad. This information also talks about Chinese students study far away from home, it relates to my topic “Chinese students study abroad”.
Participants completed a questionnaire that included measures of acculturative stressors, meaning of life, life satisfaction, and demographic information. The Australian sample experienced a significantly higher level of acculturative stressors than did the Hong Kong sample.
students are considered a population at high risk for psychopathology or poor mental health. This is thought to result from the various acculturative stressors that they experience in their host societies. Acculturative stressors are the conflicts and difficulties that arise from cross-cultural contact.
Gao Yihong, Zhao Yuan, Cheng Ying, & Zhou Yan. (2007). Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, 41(1), 133. Retrieved from http://search.ebscohost.com.ezproxysuf.flo.org/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40264334&site=eds-live
This study investigated the relationship between English learning motivation types and self-identity changes among university students in the People’s Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions.
This information also talks about how Chinese students learning English, it relates to my topic “Chinese students study abroad”.
The learning of a second or foreign language may have multiple meanings for learners. In the classical social psychological theory of language learning proposed by Gardner and his associates, there are two major types of motivation, instrumental and integrative(Gardner & Lam-bert, 1972); there are also two sets of learning outcome, linguistic and nonlinguistic (Gardner, 1985).Linguistic outcomesconsist of target language proficiency; nonlinguistic outcomesconsist of more general changes in the learner.
Meng, Q., Zhu, C., & Cao, C. (2017). The Role of Intergroup Contact and Acculturation Strategies in Developing Chinese International Students’ Global Competence. Journal of Intercultural Communication Research, 46(3), 210. Retrieved from http://search.ebscohost.com.ezproxysuf.flo.org/login.aspx?direct=true&db=edb&AN=122962543&site=eds-live
The current study investigates how intergroup contact and acculturation strategies are related to Chinese international students’ global competence development. A group of Chinese international students in Belgium participated in an online survey. Chinese students have achieved the development of global competence in all the dimensions of knowledge, skills and attitudes since they started their study abroad. The authors think global competence should now be a purpose of mass education, instead of just elite education.
This information talks about Chinese students’ ability in different studies, it relates to my topic about how Chinese students study abroad.
Participation in study abroad programs has been widely researched to link to important intercultural outcomes, such as improving foreign language skills, building intercultural friendships and developing multi-cultural competence.
Someone argue that Chinese international students’ acculturation and social integration in
European countries can be a stressful process. Furthermore, these intercultural experiences, which can be either positive or negative, may exert influences on global competence acquisition.