東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Chinese international students' perc...

Gu, Wei.

Linked to FindBook

Google Book

Amazon

博客來

Chinese international students' perceptions of their intercultural adaptability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese international students' perceptions of their intercultural adaptability./
Author:	Gu, Wei.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	131 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
Contained By:	Dissertation Abstracts International77-12A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126081
ISBN:	9781339841397

Chinese international students' perceptions of their intercultural adaptability.
Gu, Wei.

Chinese international students' perceptions of their intercultural adaptability. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 131 p.

Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.

Thesis (Ph.D.)--University of Nevada, Reno, 2016.

The number of students studying in a country other than their own has dramatically increased in recent years. In 2010, over 3.7 million students studied abroad; in 2014, the number had grown to over 4.5 million students. Asian countries are the predominant places of origin. When students live and study in a new country, in addition to studying, they must adjust to a culture different than their own. This adjustment is described as intercultural adaptability, conceptualized in terms of efforts to improve satisfaction without stress and enhance well-being of immigrants and sojourners. Chinese international students suffer greater stress and anxiety than other international students due to cultural differences between China and the United States (U.S.). The purpose of this study was to examine Chinese international graduate students' perceptions of their personal intercultural adaptability, as well as effective strategies they have chosen to enhance their intercultural adjustment. This phenomenological study was designed to examine 15 Chinese international graduate students' perceptions about their intercultural adaptability through in-depth interviews about their academic and daily lives. Four themes were found in the data: (1) I'm on an Exciting Adventure; (2) Ooops, I Guess I Need to Adjust to the U.S. Environment; (3) I'm Going to Succeed, No Matter What; and (4) Fate. Findings indicated that students encountered stark differences in their perceptions of life in the U.S. compared to China in both their academic life and daily living. The academic challenges they encountered concerned independent learning. They also faced intercultural adaptation to U.S. daily living, such as shopping difficulties and no transportation. The concepts of fate and friendship had significant impacts on scrambling to cope with their new U.S. academic, social, and daily lives.

ISBN: 9781339841397Subjects--Topical Terms:

517650
Educational psychology.

Chinese international students' perceptions of their intercultural adaptability.
LDR:02857nmm a2200313 4500 001 2161694
005 20181002081319.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9781339841397
035 $a (MiAaPQ)AAI10126081
035 $a (MiAaPQ)unr:11996
035 $a AAI10126081
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gu, Wei. $3 3192775
245 1 0 $a Chinese international students' perceptions of their intercultural adaptability.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 131 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-12(E), Section: A.
500 $a Adviser: Janet Usinger.
502 $a Thesis (Ph.D.)--University of Nevada, Reno, 2016.
520 $a The number of students studying in a country other than their own has dramatically increased in recent years. In 2010, over 3.7 million students studied abroad; in 2014, the number had grown to over 4.5 million students. Asian countries are the predominant places of origin. When students live and study in a new country, in addition to studying, they must adjust to a culture different than their own. This adjustment is described as intercultural adaptability, conceptualized in terms of efforts to improve satisfaction without stress and enhance well-being of immigrants and sojourners. Chinese international students suffer greater stress and anxiety than other international students due to cultural differences between China and the United States (U.S.). The purpose of this study was to examine Chinese international graduate students' perceptions of their personal intercultural adaptability, as well as effective strategies they have chosen to enhance their intercultural adjustment. This phenomenological study was designed to examine 15 Chinese international graduate students' perceptions about their intercultural adaptability through in-depth interviews about their academic and daily lives. Four themes were found in the data: (1) I'm on an Exciting Adventure; (2) Ooops, I Guess I Need to Adjust to the U.S. Environment; (3) I'm Going to Succeed, No Matter What; and (4) Fate. Findings indicated that students encountered stark differences in their perceptions of life in the U.S. compared to China in both their academic life and daily living. The academic challenges they encountered concerned independent learning. They also faced intercultural adaptation to U.S. daily living, such as shopping difficulties and no transportation. The concepts of fate and friendship had significant impacts on scrambling to cope with their new U.S. academic, social, and daily lives.
590 $a School code: 0139.
650 4 $a Educational psychology. $3 517650
650 4 $a Asian studies. $3 1571829
650 4 $a Higher education. $3 641065
690 $a 0525
690 $a 0342
690 $a 0745
710 2 $a University of Nevada, Reno. $b Educational Leadership. $3 1024739
773 0 $t Dissertation Abstracts International $g 77-12A(E).
790 $a 0139
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10126081