UNDERSTANDING CHINESE INTERNATIONAL STUDENTS ACCULTURATIVE STRESS AND SUPPORTING STUDENTS WITH INTERCULTURAL TRAINING

Abstract
This executive summary provides an overview of a research study on the acculturative stress experienced by Chinese International Students (CISs). The study utilized a mixed-methods approach to analyze the factors contributing to acculturative stress among CISs and to identify potential solutions. The literature review identified personal, environmental, and behavioral factors as key contributors to acculturative stress among CISs, including academic stress, language barriers, perceived discrimination, and lack of social support. The quantitative and qualitative data collected from 44 CISs revealed that the participants experienced low social self- efficacy and high levels of acculturative and academic stress. The study's discussion includes a comparison of the findings with other studies and proposes a potential solution to address acculturative stress. Component three provides possible solutions based on the needs assessment, including facilitator notes and detailed teaching content, using the model of intercultural communicative competence by Byram (1997). The study acknowledges potential biases due to the researcher's cultural background and positionality. Understanding the factors that contribute to acculturative stress and providing appropriate support and resources can help CISs cope with the challenges of studying abroad.
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Keywords
Acculturative Stress, Support
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