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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.
Table des matières
Chapter 1 Introduction.- Chapter 2 Chinese International Students in the United States: Demographic Trends, Motivations and Accuturation Features.- Chapter 3 Chinese International Students in the United States: Adjustment Problems and Coping Strategies.- Chapter 4 Methodology.- Chapter 5 Survey Findings.- Chapter 6 Chinese International Students' Stressors in the United States.- Chapter 7 Chinese International Students' Coping Strategies in the United States.- Chapter 8 An Examination of Individual Level Factors in Stress and Coping Process.- Chapter 9 Conclusion.- Chapter 10 Implications for Future Research.
A propos de l'auteur
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.
Résumé
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.
