KJCKorea
Journal Central

@article{ART002061346},
author={이예슬 and Eun Ha Kim},
title={Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College},
journal={The Korean Journal of School Psychology},
issn={1738-463X},
year={2015},
volume={12},
number={3},
pages={295-316},
doi={10.16983/kjsp.2015.12.3.295}

TY - JOUR
AU - 이예슬
AU - Eun Ha Kim
TI - Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College
JO - The Korean Journal of School Psychology
PY - 2015
VL - 12
IS - 3
PB - The Korean Journal of School Psychology
SP - 295
EP - 316
SN - 1738-463X
AB - The authors examined the extent to which Berry’s four types of acculturation(integration, assimilation, separation, and marginalization) would emerge from a cluster analysis within a sample of Chinese international students living in South Korea. In addition, the authors tested if there would be any significant differences among clusters in terms of acculturative stress and adjustment to college, and if subtypes of acculturative stress would influence adjustment to college. Chinese students (N=252) from Seoul participated in the survey. Cluster analysis revealed three clusters(identified as marginalization, integration, separation), but assimilation did not emerge. Compared to the marginalized or separated group, the integrated group lived in Korea for a shorter period of time and were less likely to be fluent in Korean. The integrated group reported a lowest level, the separated group a medium level, and the marginalized group a highest level of acculturative stress. In contrast, a highest level of adjustment to college was observed among the integrated group, followed by the separated and marginalized groups. Lastly, it was found that for the marginalized group, discrimination, homesickness, and hostility negatively influenced adjustment to college, while fear for the integrated group and discrimination for the separated group negatively influenced adjustment to college. The authors discussed the implications of these results for acculturation theory and program development.
KW - Chinese students;acculturation;acculturative stress;adjustment to college
DO - 10.16983/kjsp.2015.12.3.295
ER -

이예슬 and Eun Ha Kim. (2015). Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College. The Korean Journal of School Psychology, 12(3), 295-316.

이예슬 and Eun Ha Kim. 2015, "Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College", The Korean Journal of School Psychology, vol.12, no.3 pp.295-316. Available from: doi:10.16983/kjsp.2015.12.3.295

이예슬, Eun Ha Kim "Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College" The Korean Journal of School Psychology 12.3 pp.295-316 (2015) : 295.

이예슬, Eun Ha Kim. Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College. 2015; 12(3), 295-316. Available from: doi:10.16983/kjsp.2015.12.3.295

이예슬 and Eun Ha Kim. "Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College" The Korean Journal of School Psychology 12, no.3 (2015) : 295-316.doi: 10.16983/kjsp.2015.12.3.295

이예슬; Eun Ha Kim. Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College. The Korean Journal of School Psychology, 12(3), 295-316. doi: 10.16983/kjsp.2015.12.3.295

이예슬; Eun Ha Kim. Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College. The Korean Journal of School Psychology. 2015; 12(3) 295-316. doi: 10.16983/kjsp.2015.12.3.295

이예슬, Eun Ha Kim. Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College. 2015; 12(3), 295-316. Available from: doi:10.16983/kjsp.2015.12.3.295

이예슬 and Eun Ha Kim. "Chinese International Students’ Types of Acculturation, Acculturative Stress, and Adjustment to College" The Korean Journal of School Psychology 12, no.3 (2015) : 295-316.doi: 10.16983/kjsp.2015.12.3.295