ArticleFrontiers in psychology2021
Chinese International Students in the United States: The Interplay of Students' Acculturative Stress, Academic Standing, and Quality of Life.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- A mixed-methods study of body esteem, disordered eating behaviors, acculturative stress, and sociocultural correlates among female Chinese international students.Journal of eating disorders · 2026Article
- Exploring the effects of music-supported cultural adaptation activities on international students' sociocultural adaptation and wellbeing: a pilot study.Frontiers in psychology · 2026Article
- Navigating academic expectations and social integration: a moderated mediation analysis of cultural adaptation, peer support, and well-being among Chinese international students.Frontiers in psychology · 2025Article
- Acculturative stress and university life adjustment among international students in China: the moderating role of perceived social support.Frontiers in psychology · 2025Article
- Tracing Chinese international students' psychological and academic adjustments in uncertain times: An exploratory case study in the United Kingdom.Frontiers in psychology · 2022Article
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9 authors.
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Abstract
backgroundAcculturation could cause grave health consequences in international students. However, there is a shortage of research into how acculturative stress might affect international students' quality of life in light of their academic standing and experience. The lack of research is particularly pronounced among Chinese international students, representing the largest body of international students studying in the United States (U.S.). Thus, to bridge the research gap, this study aims to examine the interplay between international students' acculturative stress, academic standing, and quality of life among a nationally representative sample of Chinese international students studying in the United States.
methodsAn online survey that gauges Chinese international students' levels of acculturative stress, academic standing, and quality of life was developed. Over 350 higher education institutions across the United States were approached, including public universities, private universities, and community colleges, among which approximately 220 institutions responded positively and supported survey distribution. A total of 751 students completed the survey. Multiple regression analyses were carried out to examine the associations between students' acculturative stress, academic standing, and quality of life.
resultsFindings reveal that acculturative stress negatively affects all four domains of Chinese international students' quality of life, irrespective of their academic standing. Data analyses also show that compared to master's and doctoral students, undergraduates experience the highest levels of acculturative stress. Furthermore, a significant difference emerged among undergraduate and doctoral international students' acculturative stress levels, but not among undergraduate and master's students, or master's and doctoral students.
conclusionOur study found that, compared to master's and doctoral students, undergraduates had more significant acculturative stress associated with lower levels of quality of life. This finding highlights the potentially positive role of academic experience - while acculturative stress deteriorates international students' quality of life, students' academic standing and experience could be the protective factor in the equation. Future research could further examine how universities and colleges can capitalize on their academic apparatuses and resources to improve international students' academic performance and students' acculturation experience and quality of life.
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