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Chinese International Students’ Stressors and Coping Strategies in the United States

  • Book
  • © 2017

Overview

Authors:
  1. Kun Yan

    1. Tsinghua University, Beijing, China

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  • Provides readers with an understanding of the complex nature of Chinese international students’ stressors and coping strategies in the United States
  • Examines the most stressful aspects of Chinese international students’ personal and social lives in the United States
  • Identifies the group-level and individual-level variables that affect the stress-coping process for Chinese international students

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xx
    Download chapter PDF

  2. Introduction: Statement of the Problem

    • Kun Yan
    Pages 1-5

  3. Chinese International Students in the United States: Demographic Trends, Motivations, and Acculturation Features

    • Kun Yan
    Pages 7-18

  4. Chinese International Students in the United States: Adjustment Problems and Coping Behaviors

    • Kun Yan
    Pages 19-32

  5. Methodology: Methodology Justification

    • Kun Yan
    Pages 33-39

  6. Survey Findings

    • Kun Yan
    Pages 41-54

  7. Chinese International Students’ Stressors in the United States

    • Kun Yan
    Pages 55-81

  8. Chinese International Students’ Coping Strategies in the United States

    • Kun Yan
    Pages 83-94

  9. An Examination of Individual-Level Factors in Stress and Coping Process

    • Kun Yan
    Pages 95-109

  10. Conclusion

    • Kun Yan
    Pages 111-130

  11. Implications for Future Research

    • Kun Yan
    Pages 131-132

  12. Back Matter

    Pages 133-145
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Keywords

About this book

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.

Authors and Affiliations

  • Tsinghua University, Beijing, China

    Kun Yan

About the author

Dr. Kun Yan is an Associate Professor at Tsinghua University’s Institute of Education. Her research areas include higher education, educational psychology, as well as international and comparative education. In the past five years, Dr. Yan has published dozens of professional articles in leading international journals, and presented at numerous professional conferences. Due to her distinguished contributions to the research of college student development, Dr. Yan received the Beijing Philosophy and Social Science Research Achievement Award.


Dr. Yan formerly served as Chair for the American Education Research Association (AERA) Session on Stress and Coping in Education (2011), and as Chair for the AERA Session on College Student Professional Development (2013). She has also been invited as a reviewer for several SSCI journals such as the International Journal of Intercultural Relations.


Prior to joining Tsinghua University, Dr. Yan obtained her Doctoral Degree in Educational Leadership and Policy Studies from the Mary Lou Fulton School of Education at Arizona State University in 2008. Her Doctoral Advisor was David C. Berliner, a member of the National Academy of Education (NEA), and a Past President of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA). During her doctoral studies, Dr. Yan was selected as the Honors Disciplinary Faculty due to her outstanding performance and contributions to the University.

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