Journal of Counseling Psychology
Volume 59, Issue 3, 2012, Pages 424-436

Profiles of acculturative adjustment patterns among Chinese international students (Article)

Wang K.T.* , Heppner P.P. , Fu C.-C. , Zhao R. , Li F. , Chuang C.-C.
  • a Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States
  • b Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States
  • c Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States
  • d Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States
  • e Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States
  • f Department of Educational, School, and Counseling Psychology, University of Missouri, 16 Hill Hall, Columbia, MO 65211, United States

Abstract

This is the first study to empirically identify distinct acculturative adjustment patterns of new international students over their first 3 semesters in the United States. The sample consisted of 507 Chinese international students studying in the United States. Using psychological distress as an indicator of acculturative adjustment, measured over 4 time points (prearrival, first semester, second semester, and third semester), 4 distinct groups of student adjustment trajectories emerged: (a) a group exhibiting high levels of psychological distress across each time point (consistently distressed; 10%), (b) a group with decreasing psychological distress scores from Time 1 to Time 2 (relieved; 14%), (c), those with a sharp peak in psychological distress at Time 2 and Time 3 (culture-shocked; 11%), and (d) a group with relatively consistent low psychological distress scores (well-adjusted; 65%). Moreover, significant predictors of a better acculturative adjustment pattern included having higher self-esteem, positive problem-solving appraisal, and lower maladaptive perfectionism prior to the acculturation process. In addition, during the first semester of studying in the United States, having a balanced array of social support and using acceptance, reframing, and striving as coping strategies were associated with a better cross-cultural transition. Practical implications and future directions were also discussed © 2012 American Psychological Association.

Author Keywords

International students Social support Acculturative adjustment Growth mixture modeling Coping

Index Keywords

China Models, Psychological Asian psychological model psychological aspect human Asian continental ancestry group Stress, Psychological mental stress Adaptation, Psychological Logistic Models social support ethnology United States student Humans male Emigrants and Immigrants Acculturation female Multivariate Analysis adaptive behavior cultural factor Article adult migration Likelihood Functions Students statistical model problem solving
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84871892179&doi=10.1037%2fa0028532&partnerID=40&md5=c61399864519302bf0f7d34322bfb205
DOI: 10.1037/a0028532
ISSN: 00220167
Cited by: 62
Original Language: English